From Traditional Professor to Online Course Designer: Online Professional Development to Support Online Course Development
PROCEEDINGS
Rebecca Hoey, Northwestern College, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Many colleges and universities rely on their traditional faculty to develop online courses, but faculty may lack experience and understanding of best practices in instructional design. Institutions are particularly challenged when some of its faculty are adjunct and serve remotely, and when their traditional faculty have no experience teaching or learning online. Though opportunities with vendor partners, instructional designers, and certification programs exist, they may be cost prohibitive or undesirable solutions for institutions new to online education. This paper presents a model for scalable professional development using an institution’s own LMS to equip traditional and adjunct faculty for their new roles as course developers. Through online asynchronous professional development participants gain important knowledge and skills, collaborate with colleagues, and gain valuable experience as online learners.
Citation
Hoey, R. (2014). From Traditional Professor to Online Course Designer: Online Professional Development to Support Online Course Development. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 341-346). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/130768/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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