Virtual ancillary faculty are instrumental in delivering online instruction and fostering student success across higher education institutions. Program directors should create models of support using performance outcomes and verbal persuasion to foster self-efficacy in order to help instructors avoid feelings of depersonalization that can lead to burnout. The job-demands resources model has been shown to support supervisor efforts to recognize work-related demands in order to provide purposeful resources. The authors of this chapter work as program directors and share examples, rationale, and expertise through a case study approach which highlights best practices for working with virtual ancillary faculty including an in-depth examination of teacher evaluation and professional development strategies.
Higher education institutions must recognize the responsibility to support online adult learners as members of a larger global community and technological advancements have made this a reality. COVID-19 restrictions to in-person learning highlighted the need for online learning platforms that promote the benefits of teacher presence, consider the tenets of the Community of Inquiry model, and commit to the principles of andragogy. A need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments has been identified as a problem space and a methodological approach will be used to connect findings from the literature with best practices for practitioners. Global citizenship is not a new concept; however, current and worldwide events have created a renewed dedication to the construct. Discussions based on the literature and established theoretical frameworks will precede practical implications for directors, course designers, and instructors. Online education will be described as ripe with opportunities for higher education institutions to foster global citizenship among adult learners. Keywords: global citizenship, online education, adult learners, higher education, Community of Inquiry, teacher presence
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