Professional development for online university teaching

Gregory, Janet; Salmon, Gilly

doi:10.1080/01587919.2013.835771

Cited by 84 publications

(61 citation statements)

References 15 publications

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“…Many faculty lack training sufficient training for teaching in online environments (Burns, 2013). Therefore, faculty often struggle using online platforms and adapting curriculum and instruction to be dynamic and engaging in virtual environments (Burns, 2013;Gregory & Salmon, 2013). Since the greatest increase in higher education is in online programs (Allen & Seaman, 2013) universities would do well to ensure that faculty receive adequate professional development for online teaching.…”

Section: Discussionmentioning

confidence: 99%

Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community

Berry¹

2017

OLJ

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Instructors play a role in helping online students develop a sense of community in virtual classrooms, but little is known about instructors' roles in online graduate programs. To explore the ways in which online instructors helped students create a learning community, defined as a space of connection, closeness and interactivity, the researcher analyzed 50 hours of video footage from four online classrooms as well as the message boards attached to those courses. The researcher triangulated the observations of classroom community with interviews from 13 firstyear students from the online doctoral program to explore their perspectives on instructor strategies that promoted community. Findings from this qualitative case study indicate that instructors helped students develop a sense of community by creating a warm and welcoming tone in the classroom, and by using technology in a variety of ways to engage all students and create a personalized learning experience.

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Section: Discussionmentioning

confidence: 99%

Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community

Berry¹

2017

OLJ

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“…Even within these enrolment modes, students often opt to undertake different units (subjects) in different ways (Schmidt et al, 2016). As universities increasingly move towards fully online and blended teaching modes, there is much discussion as to what this means for pedagogy (Gregory & Salmon, 2013;Jaques & Salmon, 2007;Kirkwood & Price, 2014;Salmon, 2011Salmon, , 2014. While many of the practices that are used in face-to-face contact modes can be adapted and utilised in the online context, it is not simply the case of applying a "one size fits all approach" which is what teaching staff relatively unfamiliar with the online environment tend to do.…”

Section: Introductionmentioning

confidence: 99%

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Gillett-Swan

2017

JLD

401

251

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“…Faculty development programs attract teachers to engage in continuous learning processes, which result in applying their experience and theory into practice (Gregory & Salmon, 2013).…”

Section: Introductionmentioning

confidence: 99%

Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

Sandhu

Hussain

2016

Open Praxis

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The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty's instruction roles that are different from those encountered in Face-to-Face teaching. This study explores the role of faculty development forum in improving the virtual teaching skills of academic staff members in an online university. The study has used single holistic case study approach, and the data from nine respondents have been collected through an interview schedule divided into four sections of 1) Basic Information, 2) Presentation Skills, 3) Subject Knowledge and 4) Research Orientation as per the objectives of the study. It can be theorized from the findings of the study that in virtual environments where faculty members lack the learning opportunities and exposure available in the conventional environments such forums prove to be very effective in capacity building of the faculty.

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Professional development for online university teaching

Cited by 84 publications

References 15 publications

Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community

Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

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