Online education is used for a variety of purposes in higher education. Two such purposes are improving one's performance over time and understanding one's professional development in the context of online teaching and learning. Relying on data from online staff development courses delivered in five Spanish universities, this article explores online faculty learning through the lens of staff development theory. This theoretical perspective emphasizes the universities' quality assurance contexts and offers an empirical examination of the ways in which faculty members learn curriculum and teaching competencies (CTCs) in online staff development programmes. At the core of this analysis is the contention that faculty members understand and respond to quality teaching lessons and activities. Finally, this study highlights the points deemed important when designing, implementing, and evaluating Internet CTC training courses.
El presente estudio buscó conocer aspectos emocionales de niños y niñas con dificultades auditivas y cotejar su influencia en el desarrollo del lenguaje desde la perspectiva de los propios niños y niñas, sus padres y sus profesores de las islas de Gran Canaria y Tenerife. Se analizó el Cuestionario de Fortalezas y Dificultades (SDQ) administrado a 300 niños que empleaban implantes cocleares o audífonos comparado con las percepciones de sus familias y profesorado en el mismo cuestionario. Se aplicó un análisis de regresión para conocer si los resultados en el SDQ influyen en los obtenidos por los niños en el Test Illinois de Aptitudes Psicolingüísticas (ITPA). Los hallazgos mostraron que la valoración de las dimensiones emocionales de los niños y niñas en términos de fortalezas y debilidades, fueron juzgadas de manera diferente en los tres grupos de informantes estudiados, siendo la escala Problemas de conducta la cuestión emocional de mayor dificultad planteada. Se correlacionaron ambos instrumentos evaluativos mostrando el análisis de regresión que la puntuación vinculada a la medida de los aspectos emocionales predice los resultados en las diferentes dimensiones de ITPA. Los hallazgos de este estudio son pertinentes para el diseño de programas educativos en el ámbito de la comunicación y del lenguaje de niños y niñas.Descriptores: Dificultad en el aprendizaje; Educación de sordos; Educación especial; Lenguaje hablado; Recepción auditiva.The present study sought to know emotional aspects of children with hearing difficulties and to check their influence on language development from the perspective of the children themselves, their parents and their teachers of Gran Canaria and Tenerife islands. We analyzed the Strengths and Difficulties Questionnaire (SDQ) administered to 300 children who used cochlear implants or hearing aids compared to the perceptions of their families and teachers in the same questionnaire. In addition, a regression analysis was applied to know if the results in the SDQ influence those obtained by the children in the Illinois Psycholinguistic Aptitude Test (ITPA). The findings showed that the assessment of the emotional dimensions of the children in terms of strengths and weaknesses were judged differently in the three groups of informants studied, the scale being the most difficult emotional issue. Both evaluative instruments were correlated and a linear regression analysis that the score linked to the measurement of the emotional aspects predicts the results in the different dimensions of ITPA. The findings of this study are relevant for the design of educational programs in the field of communication and language of children.
This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes to learning and curriculum and teaching capacities (CTC). The data used in the analysis are from two 2005 online university training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.
The rapid growth of online learning has led to the development of faculty inservice evaluation models focused on quality improvement of degree programs. Based on current 'best practices' of student online assessment, the Online Faculty Development and Assessment System (OFDAS), created at the Canary Islands, was designed to serve the dual purpose of faculty development and classroom learning environment assessment. Results, as illustrated in this paper, show that the OFDAS encouraged faculty to reflect on the professionalism of their teaching skills. Implications are discussed in terms of emphasizing the process of online teaching, knowledge acquisition, and incorporating varying perspectives, all which yielded a comprehensive view of faculty teaching attitudes and their relationship to student's perceptions of their classroom environment.
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