Assessment of a Multinational Online Faculty Development Program on Online Teaching: Reflections of Candidate E-Tutors

Abstract

Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

“…Before explaining in more detail the role of online tutors, it is necessary to present the different names that they acquire in the current literature. In most reviewed articles, the term "online tutor" [14] is adopted. Other articles use the terms "(online) adjunct faculty member", especially in the Anglo-Saxon region [15], "online teacher/instructor" [16], "online facilitator" [17], "online consultant" [18], "collaborating faculty member" [19], and "online mentor" [20].…”

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“…They should be equipped with suitable software and hardware to reduce technical hiccups during the actual class time. Good synchronous online lessons should provide a direct channel for interaction between teachers and students during the online teaching period (Adnan et al, 2017). Before the synchronous lesson, instructions on how to prepare for the lesson (e.g.…”

A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação

“…Destacam-se, ainda, artigos de desenvolvimento de escalas Pirkkalainen et al, 2017;Rolfe, 2012;Ye et al, 2015); desenhos de pesquisa quaseexperimentais (Allen et al, 2015;Fischer et al, 2015;Hilton III & Laman, 2012;Swirski & Baram-Tsabari, 2015); artigos qualitativos de orientação positivista que buscaram testar de teorias com uso da técnica de adequação ao padrão (pattern matching); análise de conteúdo e análise de discurso (Adnan, Kalelioglu, & Gulbahar, 2017;Chiappe & Arias, 2015;Chiappe, Pinto, & Arias, 2016;Elf, Ossiannilsson, Neljesjö, & Jansson, 2015;Gadd & Weedon, 2017;Guedes, Gonçalves, & Nascimento, 2015;Gutiérrez, Ibarra, & Ramírez-Montoya, 2014;Hennessy, Haßler, & Hofmann, 2015Jimes, Weiss, & Keep, 2013;Jung & Hong, 2017;Masterman, 2016;Pirkkalainen et al, 2017;Ponti, 2014;Suárez, 2016;Thoms & Thoms, 2014;Wharrad, Sanderson-Mann, McCandless, & Riley, 2012;Xia, 2013).…”

“…O desafio da sustentabilidade financeira, de equilibrar fluxos de receitas (diante do conceito de abertura) com os fluxos de despesas, cria dependência de recursos governamentais (Stacey, 2013) e da filantropia (Valentino, 2015). Isso é um problema pois financiamento por projeto como prêmios, auxílio governamental não são sustentáveis no longo prazo: muitos projetos foram descontinuados com o fim dos fluxos de receitas desse tipo (Weibel et al, 2009 Abordagens comportamentais passam pela percepção (Delimont et al, 2016;, crenças (Deimann & Farrow, 2013;Van Acker et al, 2014), atitudes (Lindshield & Adhikari, 2013;Reed, 2012), aceitação (Juhary, 2014;Zhou, 2016), motivação (Beaven, 2013;Huang et al, 2012), engajamento (Huang et al, 2012), experiência (P. Murphy & Wolfenden, 2013;Nistal & Fonte, 2014) e satisfação (Adnan et al, 2017).…”

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