Digital resources for faculty development in e-learning: a self-paced approach for professional learning
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Published
Apr 6, 2018
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Abstract
Since a growing number of universities have adopted e-learning or blended solutions, faculty development is increasingly seen as a crucial strategy to prepare faculty members for innovative teaching practices. However, a number of barriers prevent faculty from attending training programmes, including scheduling and logistic constraints. Offering a flexible online format for training should provide opportunities to fit user needs better. In this regard, while literature exists on on-site interventions, studies on self-paced online courses are still limited. This paper presents a self-paced online programme for faculty development on e-learning, and explores its correspondence with users’ needs. The contribution starts with an examination of the literature and an explanation of the design strategies adopted for the programme. It then presents the methods used and analyses the main findings. The results show that, depending on their levels of experience and motivation, users demonstrated diverse patterns of use with regard to the contents and activities selected. From this point of view, the results confirm the importance of adopting design approaches based on self-paced principles.
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Articles - Special Issue
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References
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Rizzuto, M. (2017). Design Recommendations for Self-Paced Online Faculty Development Courses.
TechTrends, 61, 77–86. doi: 10.1007/s11528-016-0130-8
Roberto, M. G. (2012). E-learning: le università italiane. Retrieved from https://www.formazionesalerno.com/e-learning-le-universita-italiane
Shattuck, J., Dubins, B., & Zilberman, D. (2011). Maryland Online’s inter-institutional project to train higher education adjunct faculty to teach online. International Review of Research in Open and Distance Learning, 12(2), 40–61. doi: 10.19173/irrodl.v12i2.933.
Steinert, Y., Macdonald, M., Boillat, M., Elizov, M., Meterissian, S., Razack, S., & ... McLeod, P. (2010). Faculty development: if you build it, they will come. Medical Education, 44(9), 900-907. doi: 10.1111/j.1365-2923.2010.03746.x
Thomas, T., Karr, S., Kelley, K. W., & McBane, S. (2012). Overcoming barriers to scholarly activity in a clinical practice setting. American Journal of Health-System Pharmacy, 69(6), 465-467. doi: 10.2146/ ajhp110290
Weaver, D., Robbie, D., & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), 759-774.
Bichsel, J. (2013). The State of E-Learning in Higher Education: An Eye toward Growth and Increased Access (Research Report). Louisville, CO: EDUCAUSE Center for Analysis and Research.
Catelani, M., Formiconi, A., Ranieri, M., Pezzati, F., Raffaghelli, J. E., Renzini, G, & Gallo, F. (2017). Didattica in e-Learning (DIDeL). Primi risultati dei laboratori per lo sviluppo delle competenze tecnologiche per l’eLearning universitario. Paper presented at EMEMITALIA 2017 – Progress to work. Contesti, processi educativi e mediazioni tecnologiche, Bolzano 30th August – 1st September 2017.
Dailey-Hebert, A., Mandernach, B. J., Donnelli-Sallee, E., & Norris, V. R. (2014). Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online. The Journal of Faculty Development, 28(1), 67-82.
Elliott, M., Rhoades, N., Jackson, C. M., & Mandernach, B. J. (2015). Professional development: Designing initiatives to meet the needs of online faculty. Journal of Educators Online, 12(1), 160-188. Retrieved from https://files.eric.ed.gov/fulltext/EJ1051031.pdf
Felder, R. M., & Brent, R. (2010). The national effective teaching institute: Assessment of impact and implications for faculty development. Journal of Engineering Education, 99(2), 121-134. doi: 10.1002/ j.2168-9830.2010.tb01049.x
Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304–317. doi: 10.1504/IJTEL.2012.051816
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438.
Formiconi, A. (2016). La tortuosa via della didattica online nell’università. Studi sulla Formazione, 19(1), 105–132. doi: 10.13128/Studi_Formaz-18564
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European Higher Education Institutions. Brussels, BE: European University Association (EUA).
Ghislandi, P., & Raffaghelli, J. E. (2012). Implementing Quality e-learning in Higher Education: change efforts, tensions and contradictions. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the Fifth Annual Edition of ICERI2012: 5th International Conference of Education, Research and Innovation (pp. 1107–1117). Barcelona, Spain 19-21 November 2012: IATED.
Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher Education: Policies and Practices. Paris, FR: OECD.
Henning, T. B. (2012). Writing Professor as Adult Learner: An Autoethnography of Online Professional Development. Journal of Asynchronous Learning Networks, 16(2), 9-26. doi: 10.24059/olj.v16i2.251
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2014). The adult learner: the definitive classic in adult education and human resource development. London, UK: Routledge.
Kyalo, I.W., & Hopkins, S. (2013). Exploring the acceptability of online learning for continuous professional development at Kenya Medical Training Colleges. Electronic Journal of E-learning, 11(2), 82–90. Retrieved from http://www.ejel.org/issue/download.html?idArticle=236
Mason, R. (2002). Review of E-learning for Education and Training. In Proceedings of the Networked Learning Conference 2002. Lancaster, UK 26-28 March 2002. Retrieved from http://www.networkedlearningconference.org.uk/past/nlc2002/proceedings/symp/02.htm#02a
Meyer, K. A (2014). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93-112. doi: 10.24059/olj.v17i4.320
Mor, Y., & Winters, N. (2007). Design approaches in technology-enhanced learning. Interactive Learning Environments, 15(1), 61–75. doi: 10.1080/10494820601044236
Ranieri, M. (2005). E-learning: Modelli e strategie didattiche. Trento, IT: Erickson.
Ranieri, M., Pezzati, F., & Raffaghelli, J. E. (2017). Towards a model of faculty development in the digital age. The DIDe-L program’s case. In Proceedings of 11th International Technology, Education and Development Conference (pp. 5094-5102). Valencia, Spain 6-8 March 2017: IATED.
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122–131. doi: 10.1016/j.tate.2012.09.002
Rizzuto, M. (2017). Design Recommendations for Self-Paced Online Faculty Development Courses.
TechTrends, 61, 77–86. doi: 10.1007/s11528-016-0130-8
Roberto, M. G. (2012). E-learning: le università italiane. Retrieved from https://www.formazionesalerno.com/e-learning-le-universita-italiane
Shattuck, J., Dubins, B., & Zilberman, D. (2011). Maryland Online’s inter-institutional project to train higher education adjunct faculty to teach online. International Review of Research in Open and Distance Learning, 12(2), 40–61. doi: 10.19173/irrodl.v12i2.933.
Steinert, Y., Macdonald, M., Boillat, M., Elizov, M., Meterissian, S., Razack, S., & ... McLeod, P. (2010). Faculty development: if you build it, they will come. Medical Education, 44(9), 900-907. doi: 10.1111/j.1365-2923.2010.03746.x
Thomas, T., Karr, S., Kelley, K. W., & McBane, S. (2012). Overcoming barriers to scholarly activity in a clinical practice setting. American Journal of Health-System Pharmacy, 69(6), 465-467. doi: 10.2146/ ajhp110290
Weaver, D., Robbie, D., & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), 759-774.