NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1456287
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1179-7665
EISSN: EISSN-1179-7673
Available Date: N/A
Held Captive and Told to Play: Takeaways from Training for Online Modality in Higher Education
Janet Kesterson Isbell
Journal of Open, Flexible and Distance Learning, v28 n1 p59-67 2024
Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor's participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.
FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A