Designing Personalized Online Teaching Professional Development through Self-Assessment
- 680 Downloads
Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an online teaching readiness self-assessment. The instrument was developed based on key attributes and skills needed for proficiency in online teaching, in three areas: online teaching experience and attitudes, learning management system proficiency, and access to technology. The self-assessment was distributed through a web-based survey tool to faculty who were identified to develop new online courses. Individual results were used to create personalized frameworks of professional development offerings (workshops, institutes, videos, and consultations) and just-in-time resources to support faculty in their development process.
KeywordsFaculty development Professional development Online teaching; self-assessement
- Aydin, C. H. (2005). Turkish mentors’ perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education, 6(3). Retrieved December 9, 2016, from http://tojde.anadolu.edu.tr/.
- Berge, Z. L. (2008). Changing instructor’s roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 407–414.Google Scholar
- Council of Regional Accrediting Commissions (2011). Interregional guidelines for the evaluation of distance education. Retrieved December 21, 2016, from http://www.nc-sara.org/files/docs/C-RAC%20Guidelines.pdf.
- Covington, D., Petherbridge, D., & Warren, S. E. (2005). Best practices: A triangulated support approach in transitioning faculty to online teaching. Online Journal of Distance Learning Administration, 8(1). Retrieved December 21, 2016, from http://www.westga.edu/~distance/ojdla/spring81/covington81.htm.
- Diamond, R. M. (2004). Preparing for promotion, tenure, and annual review: A faculty guide (2nd ed.). Bolton: Anker.Google Scholar
- Diaz, V., Garrett, P. B., Kinley, E., Moore, J., & Schwartz, C. (2009). Faculty development for the 21st century [electronic version]. Educause Review, 44(3), 46–55 Retrieved December 27, 2016, from http://er.educause.edu/articles/2009/5/faculty-development-for-the-21st-century.Google Scholar
- Ginzburg, E., Chepya, P., & Demers, D. (2010). The digital learning faculty certificate program [electronic version]. International Journal on E-Learning, 9(3), 313–324 Retrieved December 27, 2016, from http://digitalcommons.sacredheart.edu/library_staff/12/.Google Scholar
- Huang, X., Hsiao, E., & Lunce, L. (2014). Professional development and training for distance instructors in higher education. In A. A. Piña & A. P. Mizell (Eds.), Real-life distance education: Case studies in practice (pp. 359–376). Charlotte: Information Age.Google Scholar
- Jaschik, S., & Lederman, D. (2016). The 2016 Inside Higher Ed survey of faculty attitudes on technology: A study by Gallup and Inside Higher Ed. Washington, DC. Retrieved December 20, 2016, from https://www.insidehighered.com/booklet/2016-survey-faculty-attitudes-technology.
- Klein, J. D., Spector, J. M., Grabowski, B., & de la Teja, I. (2004). Instructor competencies: Standards for face-to-face, online, and blended settings. Greenwich: Information Age.Google Scholar
- Lang, J. M. (2005). Life on the tenure track: Lessons from the first year. Baltimore: The Johns Hopkins University Press.Google Scholar
- Meyer, K. A. (2013). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4). doi: 10.24059/olj.v17i4.320.
- Meyer, K. A., & Murrell, V. S. (2014). A national study of training content and activities for faculty development for online teaching. Journal of Asynchronous Learning Networks, 18(1). doi: 10.24059/olj.v18i1.355.
- Piña, A. A. (2016). Institutionalization of distance education in higher education. In A. A. Piña & J. B. Huett (Eds.), Beyond the online course: Leadership perspectives on e-learning (pp. 3–20). Charlotte: Information Age.Google Scholar
- Ragan, L. C., & Schroeder, R. (2014). Supporting faculty success in online learning: Requirements for individual and institutional leadership. In G. Miller, M. Benke, B. Chaloux, L. C. Ragan, R. Schroeder, W. Smutz, & K. Swan (Eds.), Leading the e-learning transformation of higher education: Meeting the challenges of technology and distance education (pp. 108–131). Sterling: Stylus.Google Scholar
- Riedinger, B., & Rosenberg, P. (2006). Using technology and pedagogy: The evolution of an online teaching certification course. Educause Quarterly, 29(1), 32–39.Google Scholar
- Schmidt, S. W., Tschida, C. M., & Hodge, E. M. (2016). How faculty learn to teach online: What administrators need to know. Online Journal of Distance Learning Administration, 19(1). Retrieved December 20, 2016, from http://www.westga.edu/~distance/ojdla.
- University Professional and Continuing Education Association (2015). Hallmarks of excellence in online leadership. Retrieved December 20, 2016, from http://www.upcea.edu/hallmarks.
- Virginia Commonwealth University. (2009). Online teaching and learning resource guide. Center for Teaching Excellence. Retrieved December 26, 2016, from https://web.archive.org/web/20130919084856/http:/www.vcu.edu/cte/resources/OTLRG/01_04_ReadinessToTeach.html.
- Yang, Y., & Cornelius, L. F. (2005). Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration, 8(1). Retrieved December 20, 2016, from http://www.westga.edu/~distance/ojdla.