This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members’ experiences and perceptions.

/pdf/faculty-perceptions-of-moving-a-face-to-face-course-to-3gmxgjpj8z.pdf

Faculty Perceptions Of Moving A Face-To-Face Course To Online Instruction

In recent years, professional learning networks (PLNs) and online learning communities of practices (CoPs) enabled by social media have emerged as a conduit and communal space for faculty members to engage in professional learning. This systematic review provides a current synthesis of research surrounding social media and professional development in higher education. Articles published in peer-reviewed journals between 2009 and 2019 were reviewed and 23 articles that met our selection criteria were included for further analysis and synthesis in this review. Findings suggest that research and practice on social media-supported professional learning is still in its infancy stage. Despite that social media-supported PLNs and CoPs show potential for contributing to faculty professional learning, challenges exist in sustaining faculty participation and engagement, as well as effectively navigating the social media space, especially for novice social media users. Practical implications and future research recommendations are discussed.

“Like, comment, and share”—professional development through social media in higher education: A systematic review

Online learning is now a common practice in higher education.  Because of the continued growth in enrollments, higher educational institutions must prepare faculty throughout their teaching tenure for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for professional development for faculty teaching online. In this study, the Delphi Method was used to gain consensus from a panel experts on the essentiality of professional development items to help faculty prepare for teaching in the online environment. This study included four survey rounds with a panel experts to develop consensus and identify best practices consisting of essential professional development and institutional/organizational strategies for supporting faculty teaching online. These results are significant for planning new or improving existing faculty development programs that enhance teaching and learning in the online classroom.

/pdf/best-practices-framework-for-online-faculty-professional-26cgsks4j0.pdf

Best Practices Framework for Online Faculty Professional Development: A Delphi Study

The increasing prevalence of online courses mandates an examination of the similarities – and differences – in the faculty training and development needs of those teaching online With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation An examination of interest, attendance and completion rates of faculty development initiatives targeting online faculty revealed no distinct preferences in relation to the focus or format of programs offered The authors recommend offering flexibility and diversity in faculty development initiatives to accommodate the disparate needs of a remote, heterogeneous faculty population; as such, a sample needs assessment is offered to help guide faculty development programming to support

/pdf/professional-development-designing-initiatives-to-meet-the-2jgrxvx3xg.pdf

Professional Development: Designing Initiatives to Meet the Needs of Online Faculty.

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution’s CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools.

/pdf/a-national-study-of-training-content-and-activities-for-46hmwh2m9y.pdf

A National Study of Training Content and Activities for Faculty Development for Online Teaching

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty in adjusting to teaching online and providing assistance while courses are in progress with the goal of ultimately impacting the overall online learning experience for faculty and students alike. This article describes the College’s three-tiered approach to faculty development and explains the role that initial training, peer mentoring, and ongoing support play in preparing faculty and shaping their confidence in their abilities as an online instructor.

/pdf/orientation-mentoring-and-ongoing-support-a-three-tiered-e4o6oxxbg9.pdf

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Peter A. Testori

Author Tools

Chat about Author

Papers

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development