Using a grounded theory qualitative research approach, this article examines the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether periodically meeting face-to-face with management and peers has the potential to affect their motivation on the job and consequently the quality of education they provide to students. A few management representatives also shared their perspectives on the phenomenon; this enabled the researcher to compare the views of these two populations on whether face-to-face contact among faculty enhances teaching performance. The results of this study suggest a few issues that online schools must address in their efforts to improve adjuncts’ sense of affiliation and loyalty to their institution, which in turn will positively affect student retention levels. The main issues of concern to adjunct faculty are (a) inadequate frequency and depth of communication, regardless of the means used, whether online or face-to-face; (b) lack of recognition of instructors’ value to the institution; and (c) lack of opportunities for skill development.

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The Isolation of Online Adjunct Faculty and Its Impact on Their Performance

This article describes the results of a mixed-methods study that examined the perceptions of community among online faculty in Washington state community and technical colleges. Twelve community and technical colleges were randomly selected from the 34 colleges in Washington state. Results indicated significant differences between females versus males on questions related to motivators, time, and interactions. A significant difference existed among program area faculty related to regularly scheduled community-building activities. There were no significant differences between responses from full-time versus adjunct faculty or among the responses based on instructors’ number of years teaching online or their age. The results of this study suggest a strong agreement (87%) among all faculty on the value and importance of interacting with other online colleagues regarding effective online teaching practices.

What Are Online Teaching Faculty Telling Us About Building Community

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers As a result, important considerations were identified for the design and facilitation of online courses These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities Some issues relating to the implementation of effective e-learning in higher education institutions were also considered Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning © 2009, IGI Global

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A Reflection on Teachers' Experience as E-Learners

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Peer review in online and blended learning environments

As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs can record a visual, clear walk- through of an online class while providing constructive, audio feedback to the instructor. This technology in and of itself is simple and straightforward to use, and can be archived for future reference in the event that an academic department chairs and/or administrator would need documentation regarding the performance of a faculty member. In 2009, the School of Business and Management at an online university began using Jing/Screen cast recording to provide faculty feedback. The response from faculty has been overwhelmingly positive. Faculty have expressed that combining the use of visual and audio feedback results in straightforward expectations in meeting teaching requirements and a better understanding of teaching requirements. This has proven to be an efficient and effective way of providing not only positive feedback but also constructive criticism, which has resulted in faculty taking actions to improve their teaching performance. This tool has worked well for this online university but the application could be equally effective in managing fewer faculty members. Faculties have been able to gain an immediate understanding of what they are proficient in and where they can improve. They have provided such feedback as, “I am in awe of the technology!  This is so very user friendly, and it is such an efficient and effective way to get your message across to me.” The introduction and use of this technology, audio and visual feedback, has created a community of improved understanding of University requirements and classroom expectations while establishing a better relationship and more open line of communication between academic department chairs and remote adjunct faculty.

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An Innovative Approach To Faculty Coaching

* Article originally published in: “Online Journal of Distance Learning Administration”, V. 9(2006), n. 4, Winter/Fall, University of West Georgia, Distance Education Center. http://www.westga.edu/ ~distance/ojdla/winter94/ baker94.htm Reprinted with permission. ABSTRACT. This paper presents a model of professional development using collaborative coaching and networking which has been used to improve online instructor effectiveness. Components of the model are presented in the context of a ten-year-old faculty development program at a private university in the South-east. A collaborative coaching checklist is also provided.

/pdf/collaborative-coaching-and-networking-for-online-instructors-3uz82vzs7r.pdf

Collaborative Coaching and Networking for Online Instructors.

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Collaborative Coaching and Networking for Online Instructors.