Abstract
Background: Substantial growth in online education over the past decade has increased the demand for faculty who possess the skill set needed for effective delivery and student engagement in the online world. Many institutions of higher learning offer training programs aimed at teaching faculty to facilitate online learning; however, little is known about the application and effectiveness of newly acquired knowledge upon completion of the faculty development.
Purpose: The purpose of this study was to investigate how online faculty apply the training principles and strategies learned in an online faculty-training program, and how students perceive teaching effectiveness.
Methods: A mixed methods case study approach was taken to determine 1) the frequency with which faculty applied newly acquired teaching practices learned in the training program, 2) barriers to using effective teaching practices in online teaching after the training program; and 3) student perceptions of online faculty teaching effectiveness. The Seven Principles of Good Practice served as a theoretical underpinning for the study. The Instructional Practices Inventory (IPI) instrument was used to survey faculty online teaching strategies, including frequency and ease of use and proficiency of application. Student perceptions of teaching effectiveness were measured with the Student Evaluation of Online Teaching Effectiveness survey (SEOTE). Preliminary data from the survey instruments informed follow up interviews with faculty using case study methodology.
Findings: Eight faculty members and 56 students participated in the study representing an 11% participation rate overall. Integration of the newly acquired skill set from training programs varied among faculty (n = 8); however, the overarching themes for successful implementation were ease of use, and relevance to the particular subject matter being taught. Time constraints were cited as a major barrier to implementation of newly learned strategies. Student perceptions (n = 56) of teaching effectiveness ranked the principle of active learning the highest, and cooperation among students the lowest. Of the students surveyed, 67% felt that prompt substantive feedback with error identification as well as tips for correcting their work was an essential component of online learning. Differential assignments based on student competency also ranked high on the SEOTE instrument.
Implications: Distance learning is not analogous with traditional face-to-face classrooms. Differences in student populations, technology, and the asynchronous nature of online learning create unique challenges for faculty and students alike. Students' ranking of active learning supports the constructivist view and is essential for online learning. This also suggests that online faculty should use realistic assignments and problem solving activities designed to motivate students to take responsibility for their own learning, and do their best work. Though more research is needed in this area, findings from this study indicate that there are opportunities to improve the online classroom to better support inquiry, engagement, and proficiency through formalized faculty-training programs and continuing educational offerings.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Faculty Training, Education
Recommended Citation
Mier, Wayne and Fry, Carla, "Formalizing online faculty training. Does it make a difference?" (2016). General Submissions: Presenations (Oral and Poster). 119.
https://www.sigmarepository.org/gen_sub_presentations/2016/presentations/119
Conference Name
Sigma'a Lamgda Rho at-Large Chapter Conference
Conference Host
Lambda Rho at-Large Chapter of Sigma Theta Tau International Honor Society of Nursing
Conference Location
Jacksonville, Florida, USA
Conference Year
2016
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Formalizing online faculty training. Does it make a difference?
Jacksonville, Florida, USA
Background: Substantial growth in online education over the past decade has increased the demand for faculty who possess the skill set needed for effective delivery and student engagement in the online world. Many institutions of higher learning offer training programs aimed at teaching faculty to facilitate online learning; however, little is known about the application and effectiveness of newly acquired knowledge upon completion of the faculty development.
Purpose: The purpose of this study was to investigate how online faculty apply the training principles and strategies learned in an online faculty-training program, and how students perceive teaching effectiveness.
Methods: A mixed methods case study approach was taken to determine 1) the frequency with which faculty applied newly acquired teaching practices learned in the training program, 2) barriers to using effective teaching practices in online teaching after the training program; and 3) student perceptions of online faculty teaching effectiveness. The Seven Principles of Good Practice served as a theoretical underpinning for the study. The Instructional Practices Inventory (IPI) instrument was used to survey faculty online teaching strategies, including frequency and ease of use and proficiency of application. Student perceptions of teaching effectiveness were measured with the Student Evaluation of Online Teaching Effectiveness survey (SEOTE). Preliminary data from the survey instruments informed follow up interviews with faculty using case study methodology.
Findings: Eight faculty members and 56 students participated in the study representing an 11% participation rate overall. Integration of the newly acquired skill set from training programs varied among faculty (n = 8); however, the overarching themes for successful implementation were ease of use, and relevance to the particular subject matter being taught. Time constraints were cited as a major barrier to implementation of newly learned strategies. Student perceptions (n = 56) of teaching effectiveness ranked the principle of active learning the highest, and cooperation among students the lowest. Of the students surveyed, 67% felt that prompt substantive feedback with error identification as well as tips for correcting their work was an essential component of online learning. Differential assignments based on student competency also ranked high on the SEOTE instrument.
Implications: Distance learning is not analogous with traditional face-to-face classrooms. Differences in student populations, technology, and the asynchronous nature of online learning create unique challenges for faculty and students alike. Students' ranking of active learning supports the constructivist view and is essential for online learning. This also suggests that online faculty should use realistic assignments and problem solving activities designed to motivate students to take responsibility for their own learning, and do their best work. Though more research is needed in this area, findings from this study indicate that there are opportunities to improve the online classroom to better support inquiry, engagement, and proficiency through formalized faculty-training programs and continuing educational offerings.