Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Chen, Ken-Zen; Lowenthal, Patrick R.; Bauer, Christine; Heaps, Allan; Nielsen, Crystal

doi:10.24059/olj.v21i1.810

Cited by 15 publications

(8 citation statements)

References 29 publications

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“…The results also complement the findings of Kahn and Pred (2002) and provide further evidence that mastery of new technology also impacts faculty satisfaction and helps to soften faculty attitudes about its use in instruction. These results are also consistent with studies by Chen et al (2017) and Buckenmeyer (2008) that providing readily available hands-on support factor into more acceptance and use of online technologies for instruction. While faculty may be skeptical about new technologies or new teaching methods, active participation with these technologies or formats may positively impact faculty attiutudes and perceptions.…”

Section: Discussionsupporting

confidence: 90%

“…This notion of participation is consistent with the findings of Kahn and Pred (2002) who reported that carefully designed hands-on faculty workshops-that included mastery of software, adaptating technology for specific disciplines, website design, and electronically mediated course delivery-led to faculty satisfaction with the workshops, as well as attitudinal and usage changes. Similarly, Buckenmeyer (2009) and Chen et al (2017) found that if certain conditions exist, notably professional development and continuous access to resources, university faculty were more likely to accept and use appropriate technologies in significant instructional ways. Taken together, these studies suggest that faculty attitudes about the use of technology for teaching/learning are open to positive change if steps are taken to provide a technologyrobust infastructure and continuous technical hands-on support.…”

Section: Review Of the Literaturementioning

confidence: 99%

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Old Dogs Can Learn to Like New Tricks: One Instructor’s Change in Attitude to Online Instruction from 2009-2017

O’Brien

Foster

2019

5th International Conference on Higher Education Advances (HEAd'19)

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This qualititative case study examined a veteran instructor’s change in attitude about university online instruction. After a short review of the literature and explanation of the project, researchers conducted a content analysis of an instructor’s annual self-reports about his online teaching of a graduate course in the social sciences. The self –reports were written between 2009 and 2017. The researchers also examined students’ end-of-semester evaluation scores about the course and instructor. Results suggest that the instructor began online teaching with a mixed attitude. After four years of teaching the online course (delivered once each spring) the instructor reported more about content issues and less about online delivery. In the final the period (2016-17) the reseachers found that the instructor was invested fully in online delivery. Although the study is not generalizable, its results suggest that instructors who stay with an online system over an extended period of time may gain more confidence in the efficacy of online delivery. The findings complement previous findings in the literature about faculty attiudes toward technology use in instruction.

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Section: Discussionsupporting

confidence: 90%

Section: Review Of the Literaturementioning

confidence: 99%

Old Dogs Can Learn to Like New Tricks: One Instructor’s Change in Attitude to Online Instruction from 2009-2017

O’Brien

Foster

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

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“…In the traditional face-to-face environment, faculty can expect to succeed by relying on their mastery of the subject and their mastery of how to teach it. In an online environment, however, faculty face a further challenge: they also need to master how to teach in that special context (Chen, Lowenthal, Bauer, Heaps, & Nielsen, 2017; Gay, 2016; Rohland-Heinrich, 2016; Wingo et al, 2017). Online environments require faculty to master the particular pedagogical opportunities and constraints of a new medium.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…Training is starting to be recognized as an important element in preparing faculty to meet the challenges of online teaching (Allison, 2015; Almarashdeh, Sahari, Zin, & Alsmadi, 2011; Bolliger et al, 2014; Chen et al, 2017; Guan & Stanford, 2016; Ling, 2014; Masoumi, 2010; OLC, 2017; Rohland-Heinrich, 2016; Terblanché, 2015). Training has been identified as a predictor of success in online teaching (Al-Busaidi, 2012), but the link between training and faculty satisfaction in the online environment deserves further exploration (Almarashdeh, 2016; Hoekstra, 2014; Wingo et al, 2017).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Online Higher Education: Faculty Satisfaction and Its Antecedents

Stickney

Bento

Aggarwal

et al. 2019

Journal of Management Education

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The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

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“…Another limitation was that the participants were volunteers for the professional development activity. According to Chen, Lowenthal, Bauer, Heaps, and Nielsen (2017), participants view professional development with higher satisfaction when it is not required. Finally, while efforts were made to situate the expert leaders and researcher as colleagues, participants may have felt compelled to overstate their satisfaction to appease organizational expectations.…”

Section: Discussionmentioning

confidence: 99%

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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Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Cited by 15 publications

References 29 publications

Old Dogs Can Learn to Like New Tricks: One Instructor’s Change in Attitude to Online Instruction from 2009-2017

Old Dogs Can Learn to Like New Tricks: One Instructor’s Change in Attitude to Online Instruction from 2009-2017

Online Higher Education: Faculty Satisfaction and Its Antecedents

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

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