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Faculty Professional Development for Quality Online Teaching.

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Bibliographic Details
Title: Faculty Professional Development for Quality Online Teaching.
Authors: Alexiou-Ray, Jennifer1 jray1@montevallo.edu, Bentley, Courtney C.1 cbentle2@montevallo.edu
Source: Online Journal of Distance Learning Administration. Winter2015, Vol. 18 Issue 4, p1-6. 6p.
Subject Terms: *Professional education, *Distance education, *Educators
Abstract: Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful technology integrations are not, however, limited to traditional classrooms. In fact, the push for distance and online education in post-secondary contexts has complicated the issue; faculty must develop and balance content-specific practices with technology pedagogies for asynchronous learning environments to maximize opportunities for student learning. In this article, the authors discuss the findings from a secondary review of research and theoretical applications for faculty development. One model for faculty training based on these findings is posited. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful technology integrations are not, however, limited to traditional classrooms. In fact, the push for distance and online education in post-secondary contexts has complicated the issue; faculty must develop and balance content-specific practices with technology pedagogies for asynchronous learning environments to maximize opportunities for student learning. In this article, the authors discuss the findings from a secondary review of research and theoretical applications for faculty development. One model for faculty training based on these findings is posited. [ABSTRACT FROM AUTHOR]
ISSN:15563847