東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Narrowing the Distance: Bridging the...

Rochefort, Beth A.

FindBook

Google Book

Amazon

博客來

Narrowing the Distance: Bridging the Gap Between Teaching Online and Faculty Development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Narrowing the Distance: Bridging the Gap Between Teaching Online and Faculty Development./
作者:	Rochefort, Beth A.
面頁冊數:	139 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556944
ISBN:	9781267995186

Narrowing the Distance: Bridging the Gap Between Teaching Online and Faculty Development.
Rochefort, Beth A.

Narrowing the Distance: Bridging the Gap Between Teaching Online and Faculty Development. - 139 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2013.

Online education is a steadily growing industry, and financial pressure at institutions, combined with the rising demand for online education, have caused many universities and colleges to rely on adjunct faculty to staff their online courses For instructors, the transition to teaching online can pose a variety of barriers not the least of which is the rapid advance of technology. Therefore, transitioning to online teaching requires, even for experienced online instructors, ongoing professional development Issues of quality of online instruction and faculty preparedness are frequently raised when examining online education, so as the market grows and technology evolves, expectations rise, and professional development becomes more important. This study asks specifically, "What ongoing professional development may be needed to more comprehensively support online adjunct faculty beyond the initial training program at Northeastern University's College of Professional Studies?" This research is specific to Northeastern University, but the findings should provide insight for universal concerns within the industry related to faculty professional development for online instructors. Accordingly, a formative program evaluation of the current offerings for online adjunct faculty development at Northeastern University's College of Professional Studies was performed from the perspective of three sets of stakeholders: instructors, instructional designers, and administrators. Analyzing data from interviews and a focus group, the research resulted in three major findings: (a) the use of web-based formats (synchronous and asynchronous) should be more heavily utilized for all faculty professional development training, and they should include more advanced options and breadth than was available at the time of this research; (b) communication must be improved between all stakeholders; and (c) opportunities should be provided to learn and discuss online pedagogy and teaching practice with peers in and across programs. Because of the increased attention on online education and the changing formats for teaching online, the implication in for the institution as well as the industry is that faculty professional development is increasingly important. It must be provided in the format that the online adjunct instructors can take advantage of, and needs to address not only technology issues, but pedagogical approaches as well.

ISBN: 9781267995186Subjects--Topical Terms:

543175
Education, Higher.

Narrowing the Distance: Bridging the Gap Between Teaching Online and Faculty Development.
LDR:03346nam a2200289 4500 001 1962453
005 20140812102618.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781267995186
035 $a (MiAaPQ)AAI3556944
035 $a AAI3556944
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rochefort, Beth A. $3 2098533
245 1 0 $a Narrowing the Distance: Bridging the Gap Between Teaching Online and Faculty Development.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Leslie Hitch.
502 $a Thesis (Ed.D.)--Northeastern University, 2013.
520 $a Online education is a steadily growing industry, and financial pressure at institutions, combined with the rising demand for online education, have caused many universities and colleges to rely on adjunct faculty to staff their online courses For instructors, the transition to teaching online can pose a variety of barriers not the least of which is the rapid advance of technology. Therefore, transitioning to online teaching requires, even for experienced online instructors, ongoing professional development Issues of quality of online instruction and faculty preparedness are frequently raised when examining online education, so as the market grows and technology evolves, expectations rise, and professional development becomes more important. This study asks specifically, "What ongoing professional development may be needed to more comprehensively support online adjunct faculty beyond the initial training program at Northeastern University's College of Professional Studies?" This research is specific to Northeastern University, but the findings should provide insight for universal concerns within the industry related to faculty professional development for online instructors. Accordingly, a formative program evaluation of the current offerings for online adjunct faculty development at Northeastern University's College of Professional Studies was performed from the perspective of three sets of stakeholders: instructors, instructional designers, and administrators. Analyzing data from interviews and a focus group, the research resulted in three major findings: (a) the use of web-based formats (synchronous and asynchronous) should be more heavily utilized for all faculty professional development training, and they should include more advanced options and breadth than was available at the time of this research; (b) communication must be improved between all stakeholders; and (c) opportunities should be provided to learn and discuss online pedagogy and teaching practice with peers in and across programs. Because of the increased attention on online education and the changing formats for teaching online, the implication in for the institution as well as the industry is that faculty professional development is increasingly important. It must be provided in the format that the online adjunct instructors can take advantage of, and needs to address not only technology issues, but pedagogical approaches as well.
590 $a School code: 0160.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Instructional Design. $3 1669073
690 $a 0745
690 $a 0710
690 $a 0447
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556944