Supporting Online Faculty: Developing a Supporting Website Resource

Nordin, Eric; Anthony, Peter

doi:10.18870/hlrc.v4i1.158

Cited by 3 publications

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“…The conclusion that there is an association between instructional self-efficacy and contingent faculty sense of belonging raises several questions for department heads and administrators. According to earlier research, the contingent faculty members' well-being and the quality of the education they deliver to students are directly impacted by their level of instructional self-efficacy (Nordin & Anthony, 2014;Oles et al, 2013). The results of this study demonstrate that sense of belonging is a strong predictor of instructional self-efficacy.…”

Section: Researchsupporting

confidence: 49%

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

Price Sampson

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This exploratory study investigated Tuskegee University contingent faculty's integration of technology in instruction, their knowledge of tech-related pedagogy, and self-efficacy regarding learning and integrating technology in the classroom. The data consisted of eight thematic interviews with items derived from the modified HE-TPACK and self-efficacy questionnaires. HE-TPACK is a framework and an instrument to measure the level of technology integration into instruction. It provides insight into how practices and training aspects from the technology content knowledge (TCK), pedagogical knowledge (PK), and technology knowledge (TK) domains interrelate with self-efficacy levels. The results identified several knowledge domains in the HE-TPACK model that were associated with self-efficacy beliefs about technology integration. The eight "second-careerer's" results also indicated that HE-TPACK competencies and learning-centered pedagogy were necessary but insufficient conditions for transformation levels for technology integration for instruction. These "career enders" sought higher education because of the proximity to the student fulfilling their formal positions in the contingent faculty field (Cruz & Shoulder, 2013). The findings of this study are informative to contingent faculty at Tuskegee University, who hope to improve their use of technology in instruction through the LMS, and to leadership to determine more effective ways to support contingent faculty technological needs.

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Section: Researchsupporting

confidence: 49%

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

Price Sampson

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Virtual Faculty Learning Communities

Atwell

Cottom

2022

The Palgrave Handbook of Academic Professional Development Centers

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Policies and Procedures That May Hinder Morale, Motivation, and Engagement

Hammond

Waltemeyer

2021

Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education

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For institutions with a strong reliance on campus-based, full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that should be considered. The purpose of this chapter is to provide key areas of policy that administrators may want to consider in the areas of technology and equipment, faculty and student expectations, barriers to time and geography, and training and development. Key recommendations provided at the end of the chapter include developing a strategy to provide online faculty with the appropriate learning tools to deliver high-quality education via the online modality; creating a comprehensive set of policies and procedures that outline student and faculty expectations and requirements in the online classroom; integrating tools, resources, and policies that set remote faculty up for success; and supporting faculty through coaching, mentoring, and best practices.

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Supporting Online Faculty: Developing a Supporting Website Resource

Cited by 3 publications

References 0 publications

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

Virtual Faculty Learning Communities

Policies and Procedures That May Hinder Morale, Motivation, and Engagement

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