Abstract
The rapid growth of online courses and programs in the last decade has been accompanied by a need for quality online instructors who can improve learning effectiveness and student satisfaction. Professional development is an important aspect of online education, as online instruction requires different pedagogical approaches and often requires faculty to transform many teaching practices. Despite calls for online teaching preparation and development, and certificates offered by professional organizations or individual institutions, no consistent approach to faculty development in online teaching from institution to institution has been established, although suggested best practices exist. Each e-learning context is unique, and a standardized training model might not be effective at all institutions and for all disciplines. In this chapter you will learn about the major roles and competencies needed to teach online as synthesized from the literature, and explore the debate on a technology focus versus pedagogy focus in terms of training decisions. Finally, you will learn about a specific faculty development model employed at a state college to encourage adoption of these roles and competencies in online instruction.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Newburyport, MA, The Sloan Consortium.
Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383–397. doi:10.1080/01587910903236536
Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22–30.
Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
Duffy, T. M., & Jonassen, D. H. (1992). Constructivism and the technology of instruction: A conversation. Mahwah, NJ: Lawrence Erlbaum Assoc. Inc.
Goodyear, P., Salmon, G., Spector, J. M., Steeples, C., & Tickner, S. (2001). Competencies for online teaching: A special report. Educational Technology Research and Development, 49(1), 65–72. doi:10.1007/BF02504508
Meyer, K. & Murrell, V. (2014) A National study of training content and activities for faculty development for online teaching. Journal of Asynchronous Networks, (18)1.
Moore, J. (2009). A synthesis of SLOAN-C effective practices. Journal of Asynchronous Learning Networks, 13(4), 74–91.
Schuh, K. L., & Barab, S. A. (2007). Philosophical perspectives. In J. M. Spector, M. D. Merrill, J. Van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed.pp. 21–28). New York, NY: Routledge/Taylor & Francis Group.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Association for Educational Communications and Technology
About this chapter
Cite this chapter
Magruder, O., Kumar, S. (2018). e-Learning Instruction: Identifying and Developing the Competencies of Online Instructors. In: Piña, A., Lowell, V., Harris, B. (eds) Leading and Managing e-Learning. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-61780-0_16
Download citation
DOI: https://doi.org/10.1007/978-3-319-61780-0_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-61779-4
Online ISBN: 978-3-319-61780-0
eBook Packages: EducationEducation (R0)