Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

Nerlich, Andrea Perkins; Soldner, James L.; Millington, Michael J.

doi:10.1891/216866512805252515

Cited by 4 publications

(2 citation statements)

References 24 publications

(33 reference statements)

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“…Online instruction programs have employed blended online learning, design-based research, and problembased training as frameworks for faculty development. Nerlich, Soldner, and Millington (2012), Shattuck and Anderson (2013), and Cho and Rathbun (2013) offer examples of these guiding frames.…”

Section: The Online Instruction Training Program Frameworkmentioning

confidence: 99%

Advanced Faculty Professional Development for Online Course Building: An Action Research Project

Aust¹,

Thomas²,

Powell³

et al. 2015

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This article reports on an action research project conducted by an Office of Distance Education at Kennesaw State University (KSU) for the purpose of finding a solution to the professional development of advanced faculty technology users. Action research (Lewin, 1946) involves a cycle of planning, action, and subsequent research to determine the effects of a social action. In particular, this research uses developmental action inquiry to gain knowledge "through action and for action" (Torbert, 2002; Torbert, 2004). Accordingly, this study identifies a problem, plans and implements a solution, and determines the effectiveness of that solution. Thus, three distance learning directors and 10 departmental online coordinators in KSU's College of Humanities and Social Sciences (HSS) created and alpha tested an online training program for faculty with advanced technology experience. The group then beta tested the program and analyzed faculty responses for conceptual themes to revise the program. The revised online training program was then updated and offered to HSS faculty. The effect of this training is discussed in terms of its impact on the number of new online courses developed over the past few years in HSS at KSU.

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Section: The Online Instruction Training Program Frameworkmentioning

confidence: 99%

Advanced Faculty Professional Development for Online Course Building: An Action Research Project

Aust¹,

Thomas²,

Powell³

et al. 2015

View full text Add to dashboard Cite

show abstract

“…The synchronous dimension of hybrid online learning was once rare (Burian et al., 2013) but the COVID‐19 pandemic made video conferencing a mainstream educational platform. Such improved online tools allow for interactions between students and instructors across multiple universities and allow students to learn from peers who might have differing expertise or experiences (Nerlich et al., 2012). In this way, hybrid online learning adds educational value to the otherwise pragmatic or economically efficient multi‐university course model.…”

Section: Introductionmentioning

confidence: 99%

Designing and implementing a synchronized multi‐university cover crops course

Basche,

Renner,

Haramoto

et al. 2024

Natural Sciences Education

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The increasing attention around cover crops in US agriculture to address many sustainability challenges necessitates targeted educational approaches to support future agriculture professionals. This article describes the process by which a team of educators, with different areas of expertise and from different regions, collaborated to design and implement a multi‐university, semester‐long, hybrid course titled “Cover Crops in Agroecosystems.” Course development occurred over 2 years during which the format, learning outcomes, as well as synchronized topics and activities were discussed, negotiated, and finalized. The course consisted of weekly pre‐recorded lecture videos, in‐person labs, and remote synchronous multi‐site meetings. An end‐of‐semester survey administered at six universities in fall 2022 found that students valued the multi‐regional dimension of the course, including learning from different instructors and interacting with students from other institutions. The survey also found broad student agreement that learning objectives were achieved, particularly around topics of cover crop agronomy and management. The team's experience with course development highlights how designing and implementing a multi‐university course where students report a quality learning experience is achievable. However, course execution ultimately required considerable effort, more than 2 years of planning, as well as ongoing team discussions and modifications that did not significantly reduce the time needed to prepare a more traditional individual instructor‐led course. Course execution also required considerable flexibility in decision‐making that aligned with different university constraints, instructor styles, and student needs. This effort and flexibility resulted in a quality student experience on a topic area of importance for advancing sustainable agriculture.

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International Academic Collaboration: Why it May or May not work?

Wyne¹

2015 ASEE International Forum Proceedings

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am also the Program Lead for MS in Information Technology Management and have also served recently as the lead for BSc in Information Systems, the co-Lead for MSc Computer Science and Program Lead for MSc in Database Administration programs. My association with ABET (Accreditation Board of Engineering and Technology) US dates back to 2001, as a certified program evaluator for BSc in Computer Science and BSc in Information Systems. At present, I am also serving as the Commissioner for the Computer Accreditation Commission (CAC). Previously, I have taught at 6 different countries for over 25 years. I have been privileged to be part of the DESY Group (Deutches Elecktronen Synchrotron), Hamburg Germany, as a research fellow, and worked with an MIT group, led by a Nobel laureate. On the research side, I have been fortunate enough to secure a number of grants and have served on numerous international Ph.D. Thesis committees, been a member of the editorial boards for 7 international journals, and served as the Chair and Co-Chair for 12 international conferences. For recognition of my research activities, I have been invited to a number of international conferences as Invited Speaker, chaired panel discussions and numerous international conference sessions. I have served on more than 150 international conference program committees. Furthermore, I have published number of articles in peerreviewed international journals and conferences. I am also an active member of ACM, ASEE, ASEE/PSW and CSAB.

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Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

Cited by 4 publications

References 24 publications

Advanced Faculty Professional Development for Online Course Building: An Action Research Project

Advanced Faculty Professional Development for Online Course Building: An Action Research Project

Designing and implementing a synchronized multi‐university cover crops course

International Academic Collaboration: Why it May or May not work?

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