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Faculty Development Programs in Interactive Television.

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Title: Faculty Development Programs in Interactive Television.
Language: English
Authors: Cuffman, Darcey M., MacRae, Norma
Peer Reviewed: N
Page Count: 7
Publication Date: 1996
Document Type: Reports - Descriptive
Speeches/Meeting Papers
Descriptors: Cognitive Style, Curriculum Development, Distance Education, Educational Administration, Educational Cooperation, Educational Technology, Financial Support, Higher Education, Instructional Effectiveness, Interactive Television, Learning Processes, Professional Development, Teacher Competencies, Teacher Education, Teacher Student Relationship, Teaching Methods
Abstract: Traditional classroom teaching preparation does not fully prepare faculty for the special requirements of teaching interactive television courses. Faculty who teach these courses often have to update their skills in current technology, plan courses differently, and work with distance education staff to prepare and deliver courses. This paper reviews effective course planning, student learning styles, behavior modification, and teaching effectiveness in distance learning settings. A literature review indicates that faculty development programs seldom exist for interactive television, so discussion formulates a rationale for formal faculty development programs for interactive television programs. Several themes concerning faculty development for interactive television emerged from this review: (1) faculty need skills to adapt their teaching style for interactive television including instructional, personal, and collaborative skills; (2) improvement in teaching interactive television courses requires a formal process of organized training programs; (3) training is beneficial for faculty; (4) teaching and learning in interactive television ought to be a shared experience between faculty and students; (5) faculty need to be aware of how their teaching behavior influences students' learning; (6) interactive television technology is a tool to be used and not an end in itself; (7) for future faculty development efforts, faculty and administrators should answer the following questions: Do all faculty know what good teaching skills are? Can faculty change their course planning to accommodate adult learning styles? Can university administration provide and sustain sufficient support, incentives, and resources for faculty to teach interactive television programs? (Contains 13 references.) (Author/SWC)
Entry Date: 1997
Accession Number: ED400806
Database: ERIC
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  Availability: 0
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  Group: Ti
  Data: Faculty Development Programs in Interactive Television.
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  Data: <searchLink fieldCode="AR" term="%22Cuffman%2C+Darcey+M%2E%22">Cuffman, Darcey M.</searchLink><br /><searchLink fieldCode="AR" term="%22MacRae%2C+Norma%22">MacRae, Norma</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1996
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Television%22">Interactive Television</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Traditional classroom teaching preparation does not fully prepare faculty for the special requirements of teaching interactive television courses. Faculty who teach these courses often have to update their skills in current technology, plan courses differently, and work with distance education staff to prepare and deliver courses. This paper reviews effective course planning, student learning styles, behavior modification, and teaching effectiveness in distance learning settings. A literature review indicates that faculty development programs seldom exist for interactive television, so discussion formulates a rationale for formal faculty development programs for interactive television programs. Several themes concerning faculty development for interactive television emerged from this review: (1) faculty need skills to adapt their teaching style for interactive television including instructional, personal, and collaborative skills; (2) improvement in teaching interactive television courses requires a formal process of organized training programs; (3) training is beneficial for faculty; (4) teaching and learning in interactive television ought to be a shared experience between faculty and students; (5) faculty need to be aware of how their teaching behavior influences students' learning; (6) interactive television technology is a tool to be used and not an end in itself; (7) for future faculty development efforts, faculty and administrators should answer the following questions: Do all faculty know what good teaching skills are? Can faculty change their course planning to accommodate adult learning styles? Can university administration provide and sustain sufficient support, incentives, and resources for faculty to teach interactive television programs? (Contains 13 references.) (Author/SWC)
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  Data: 1997
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Educational Administration
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Interactive Television
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: Faculty Development Programs in Interactive Television.
        Type: main
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            NameFull: Cuffman, Darcey M.
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            NameFull: MacRae, Norma
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              M: 01
              Type: published
              Y: 1996
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