A Faculty Development Program for Nurse Educators Learning to Teach Online
- First Online:
As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal of identifying best practices in the design of programs for learning to teach online.
These include understanding the importance of just-in-time learning, developing the ability to meet diverse needs, defining workshop expectations and workload requirements, increased integration of technology and pedagogy training, and the importance of modeling.
Keywordsdistance education facilitation faculty development instructional design nursing education online learning teacher training technology training
Unable to display preview. Download preview PDF.
- Cennamo, K. & Kalk, D. (2005). Real world instructional design. Toronto, Canada: Wadsworth Publishing Company.Google Scholar
- Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.Google Scholar
- Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.) Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189–211). Oxford, UK: Elsevier.Google Scholar
- Feist, L. (2003). Removing barriers to professional development. Technology Horizons in Education (T.H.E.) Journal 30(11). Available online at: http://thejournal.com/Articles/2003/06/01/Removing-Barriers-to-Professional-Development.aspx
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.Google Scholar
- Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.Google Scholar
- Novak, G. M., Patterson, E. T., Garvin, A. D., & Christianson, W. (1999). Just-in-time teaching: Blending active learning with Web technology. Upper Saddle River, NJ: Prentice-Hall.Google Scholar
- Tomlinson, C. A. (1999). Mapping a route toward a differentiated instruction. Educational Leadership, 57(1), 12–16.Google Scholar
- Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.Google Scholar
- Webb, N. M. (1982). Student interaction and learning in small groups. Review of Educational Research, 52(3), 421–445.Google Scholar