Faculty Professional Development for Quality Online Teaching.
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| 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] |
| Copyright of Online Journal of Distance Learning Administration is the property of University of West Georgia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 117762699 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Faculty Professional Development for Quality Online Teaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alexiou-Ray%2C+Jennifer%22">Alexiou-Ray, Jennifer</searchLink><relatesTo>1</relatesTo><i> jray1@montevallo.edu</i><br /><searchLink fieldCode="AR" term="%22Bentley%2C+Courtney+C%2E%22">Bentley, Courtney C.</searchLink><relatesTo>1</relatesTo><i> cbentle2@montevallo.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Journal+of+Distance+Learning+Administration%22">Online Journal of Distance Learning Administration</searchLink>. Winter2015, Vol. 18 Issue 4, p1-6. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Journal of Distance Learning Administration is the property of University of West Georgia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=117762699 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 1 Subjects: – SubjectFull: Professional education Type: general – SubjectFull: Distance education Type: general – SubjectFull: Educators Type: general Titles: – TitleFull: Faculty Professional Development for Quality Online Teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alexiou-Ray, Jennifer – PersonEntity: Name: NameFull: Bentley, Courtney C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Winter2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 15563847 Numbering: – Type: volume Value: 18 – Type: issue Value: 4 Titles: – TitleFull: Online Journal of Distance Learning Administration Type: main |
| ResultId | 1 |
