Best Practices Framework for Online Faculty  Professional Development: A Delphi Study

Mohr, Sandra; Shelton, Kaye

doi:10.24059/olj.v21i4.1273

Cited by 54 publications

(35 citation statements)

References 26 publications

(30 reference statements)

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“…Recently, it has been used in subjects related to the field of educational technology and higher education (López-Gómez, 2018). One can cite, eg, the study on the main research topics related to Technology-Enhanced Learning (Plesch, Kaendler, Rummel, Wiedmann, & Spada, 2013), the validation of the TPACK-Practical model (Yeh et al, 2014), the analysis of competency-based learning models (McIntyre-Hite, 2016), the identification of a framework of good practices for online teachers' professional development (Mohr & Shelton, 2017) and the development and assessment of the guiding principles of interaction in adaptive online learning environments (Çetinkaya, & Keser, 2018).…”

Section: Methodsmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.

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Section: Methodsmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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“…Among the organizations moving to more virtual entities are institutions of higher learning and universities. As the popularity of online classes continues to grow, it is important for institutions to support faculty, staff and students in ways that are conducive to their needs (Mohr & Shelton, 2017). In this contemporary environment, virtual leaders must apply up-to-date leadership and collaboration skills to increasingly complex work environments, such as in the higher education space.…”

Section: Impactful Leadership Traits Of Virtual Leaders In Higher Edumentioning

confidence: 99%

Impactful Leadership Traits of Virtual Leaders in Higher Education

Alward¹,

Phelps²

2019

OLJ

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Universities are increasingly leveraging virtual teams into their organizational structure and strategic framework for many functions including academic administration and faculty leadership. One benefit of a virtual workforce is the ability to hire the most qualified individuals regardless of where they are physically located. As the virtual workforce expands, leaders may intuitively rely on traditional face-to-face approaches and strategies for employee oversight and motivation. These techniques may be ineffective or challenging to use in the virtual environment necessitating new approaches. Leaders of virtual teams need to understand the intricacies associated with these groups and be cognizant of factors that assist in creating cohesiveness, trust, and communication amongst virtual teams.This qualitative phenomenological study explores leaders' perceptions surrounding competencies needed to effectively lead virtual teams in online education. A decisive sampling method was used to identify 10 experienced academic leaders who supervise virtual teams. As a result of the interviews, seven major themes emerged: (a) training and development; (b) trust; (c) emotional intelligence; (d) communication/team building/technology; (e) employee recognition and motivation; (f) leadership styles; and (g) virtual leadership competencies unique to higher education. Based on these themes and further evaluation, the need for specific soft skills and robust technology emerged. Specifically, organizational success partially hinges on comprehensive training for virtual leaders, the significance of trust, emotional intelligence, and effective, respectful communication.

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“…As described by Wegner, McDermott, and Snyder (2002), interaction and engagement among participants emerged as an important aspect of the community. This interaction and engagement led to the development of relationships that transcended participant roles (Coswatte Mohr, & Shelton, 2017;Dron & Anderson, 2014;McAllister, Oprescu, & Jones, 2014). Relationships among participants were supported by trusting, collegial conversations, which allowed for the building of skills and practices through the sharing of instructional strategies (McConnell et al, 2012;Sullivan, Neu, & Yang, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Drawing on Pesce's (2015) and Coswatte Mohr and Shelton's (2017) recommendations, the VPLC was purposefully designed to balance the faculty involvement in the learning process with an institutional presence to underscore its support. The VPLC was further designed to recognize the faculty members' multiple roles as instructor, researcher, and scholar by providing for five staff members who were recruited to serve as expert leaders.…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, the use of the expert leaders to facilitate discussion was to ensure continued opportunities for interaction within the environment regardless of individual participant engagement, as described by Lorenzo-Romero, Alacrcon-del-Amo, and Constantinides (2012). Finally, discussion topics were designed with both the needs of the university and the faculty responsibilities of the participants in mind (Coswatte Mohr & Shelton, 2017).…”

Section: Designmentioning

confidence: 99%

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Using Social Media as a Platform for a Virtual Professional Learning Community

Bedford

2019

OLJ

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The Professional Learning Community (PLC) has been used in higher education to provide a platform for faculty members to discuss challenges and build professional skills. While the virtual PLC (VPLC) is becoming a more acceptable delivery mechanism for faculty professional development, successful practices for designing these learning environments have received little attention in the research literature. Social media has been found to provide an environment in which professional learning can occur. It can be a platform which transcends the perceptions and structure of traditional online faculty development courses. However, social media use for professional development has primarily focused on informal learning in unstructured formats. The purpose of this interpretive qualitative study was to provide insight into online faculty members' perceptions and experiences interacting in a VPLC, within a social media environment purposefully designed for networking and learning. Twenty-two doctoral-mentoring faculty members from an online university agreed to participate in a VPLC using a social media platform, facilitated by expert colleagues. Upon completion of the 10-week experience, data was collected using a self-reflective interview strategy. This study confirmed previous research into the benefits of the PLC for professional development in academia and of using social media for professional learning. It extended the research to describe the structured VPLC using a social media platform to engage faculty, build relationships, and foster shared learning.

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Best Practices Framework for Online Faculty Professional Development: A Delphi Study

Cited by 54 publications

References 26 publications

Key components of learning ecologies: A Delphi assessment

Key components of learning ecologies: A Delphi assessment

Impactful Leadership Traits of Virtual Leaders in Higher Education

Using Social Media as a Platform for a Virtual Professional Learning Community

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