Design Recommendations for Self-Paced Online Faculty Development Courses
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- 作者：Melissa Rizzuto
- 关键词：Online training ; Self ; paced ; Faculty development ; Professional development ; Evaluation ; Reflection ; Rubrics
- 刊名：TechTrends
- 出版年：2017
- 出版时间：January 2017
- 年：2017
- 卷：61
- 期：1
- 页码：77-86
- 全文大小：
- 刊物主题：Educational Technology; Learning and Instruction;
- 出版者：Springer US
- ISSN：1559-7075
- 卷排序：61
文摘
An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced online faculty development course about rubrics. A mixed-methods research design was implemented to collect quantitative and qualitative data from faculty members upon completion. Data obtained from an evaluation questionnaire, rubric artifact, self-reflections, and teaching improvement plan revealed that faculty viewed the course as a positive and useful experience. Specific design recommendations for instructional designers and faculty developers of self-paced online courses are provided. These design recommendations emphasize adult learning principles and transformative learning through self-reflection.