Marchella ChristianDonna Mickens

Sandra WynnFebruary 15, 2016

CUR 532Danene Mims

FACULTY DEVELOPMENT MODELS

GRAPHIC ORGANIZER

Online learning is an essential part of the entire educational process and should be viewed as such

Objective: Create a long-term faculty that views the online environment as a career and not as a job; i.e. developing online instructors who are in the job for the long-run and do not perceive the position as temporary.

Developing Long-Term Faculty

Important Factors Ensuring the availability of

adequate budgeting and funding to support the

following: The program Trainers Faculty Support Staff

A Common MisconceptionOnline teaching

consists mainly of the technological

aspects

Requirements Thorough planning before

the commencement of the program

Eliminate the problems that may cause frustration or discouragement

Frequent Assessments Determine the effectiveness

of the program After assessments, make

relevant adjustments to ensure smooth transitioning and continuity of the program

Ensure that training meets the faculty and trainer’s needs (Palloff and Pratt, 2011)

olc.onlinelearningconsortium.org

Efficient Online Training

Inexperienced Faculty 4 - 6 weeks or longer of

training dependent on the level of experience; the course length depends on if courses are pre-written or require designing from the outset

Novices may require an entire semester to develop the necessary skills

Experienced Faculty May be given immediate

teaching assignments Training is dependent

on skill levels Level of training also

dependent on if the courses are pre-written or require designing from the outset (Palloff and Pratt, 2011)

Having determined the above prerequisites through assessments, it is time to determine the required level of training:

The level of training for faculty depends on: Experience in

online teaching Experience with

technology Whether courses

are pre-developed or require designing from the outset

Efficient online facilities manifest the following: Variety of training

options Well-trained faculty Flexible faculty Flexible Course

Delivery

Efficient Online TrainingPhased Approach

• Online faculty development occurs in various phases

• Align the training needs of the instructor with their position in the developmental lifespan (Palloff and Pratt, 2011)

• Teachers encounter five distinct phases in development of expertise in online instruction

• The cyclical process evolves from teachers as learners to teachers as leaders (Sherry, Billig, Tavalin, & Gibson, D. , 2000)

Phased Approach Phased Approach

Sherry, L., Billig, S., Tavalin, F., & Gibson, D. , 2000)

(Palloff and Pratt, 2011)

TRAINING STRATEGYDEVELOPMENT STAGE

Learning Community

Utilizing technologies employed for delivering online or hybrid classes can also be used to start faculty learning communities: Discussion forums for

faculty Listservs Chat Webcasts Synchronous sessions via

virtual classroom Blogs and wikis

Learning Community Approach Achieving formation and support of communities of practice among

faculty One the most effective ways to assist faculty in understanding the

value of a learning community in online teaching Incorporated into faculty training and development (Palloff and

Pratt, 2011).

Sustained by:

Online communication Project-based work Reading discussions Activities that keep a

discussion ongoing Cohorts Formed groups within a

topic of interest

OutcomesReflection on teaching practice

Transformation of practiceIncreased self-direction and

confidence in online practiceDevelopment of online presence

Sense of connection

Process Reflection/

Transformative Teaching & learning

Social/ Constructivist context

Engage in dialogue

Purpose

Training for online teaching

Critical explorations of teaching practice for hybrid and online instruction

People Colleagues Staff

Administrators Students

Learning Community

The components of the framework consists of the community:

(Palloff and Pratt, 2011).

ReferencesPalloff, R. M., & Pratt, K. (2011).   The excellent online instructor: Strategies

for professional development. San Francisco, CA: Jossey-Bass.

Sherry, L., Billig, S., Tavalin, F., & Gibson, D. (2000). New Insights on Technology Adoption in Communities of Learners. Retrieved from http://eric.ed.gov/?id=ED444565