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Developing Confidence, Developing Skills: The Perceived Effect of Professional Development on Online Teaching

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Title: Developing Confidence, Developing Skills: The Perceived Effect of Professional Development on Online Teaching
Language: English
Authors: Michael S. Hill, Cassandra M. D. Hart, Rachel B. Baker, Di Xu, Emily Alonso, Alyssa Nguyen, Kim d’Arcy, Cheryl Bailey, Tim VanNorman, Vivian Nguyen, Jennifer Pakula
Source: Online Learning. 2025 29(4):199-236.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 38
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A210455
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Online Courses, Faculty Development, College Faculty, Community Colleges, Program Effectiveness, Teacher Competencies, Self Efficacy, Soft Skills, Teaching Skills, Teacher Characteristics, Training
Geographic Terms: California
ISSN: 2472-5749
2472-5730
Abstract: A large body of research has documented weaker student performance in online courses relative to face-to-face courses across multiple outcomes, including grades, course completion, and persistence. These gaps are particularly pronounced for underserved students. In response, colleges and universities have sought to improve the quality of online instruction by providing technology resources, student and faculty technical support, and, the focus of this study, professional development for faculty teaching online. However, despite the increasing popularity of professional development for online instructors, evidence on its effectiveness in shaping faculty practices and confidence remains limited. This study used survey data from 82 faculty at two Southern California community colleges following participation in structured professional development programs designed to improve online teaching. The professional development programs focused on core learning theories and practical strategies for engaging virtual learners. We find that the majority of faculty reported adopting techniques related to the creation of a supportive and welcoming environment, recorded video introductions and lectures, and increased student-student interaction. In addition, instructors reported increased confidence in adopting teaching methods in almost all assessed areas. In technical areas, most respondents reported increased confidence in skills related to building an online course, creating online assignments and materials, and interacting with students. In soft skill areas, most respondents reported increased confidence in skills related to development of a welcoming, equitable online environment. These survey results underscore the critical role of professional development in shaping instructors' online teaching confidence and practices.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1490585
Database: ERIC
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: A large body of research has documented weaker student performance in online courses relative to face-to-face courses across multiple outcomes, including grades, course completion, and persistence. These gaps are particularly pronounced for underserved students. In response, colleges and universities have sought to improve the quality of online instruction by providing technology resources, student and faculty technical support, and, the focus of this study, professional development for faculty teaching online. However, despite the increasing popularity of professional development for online instructors, evidence on its effectiveness in shaping faculty practices and confidence remains limited. This study used survey data from 82 faculty at two Southern California community colleges following participation in structured professional development programs designed to improve online teaching. The professional development programs focused on core learning theories and practical strategies for engaging virtual learners. We find that the majority of faculty reported adopting techniques related to the creation of a supportive and welcoming environment, recorded video introductions and lectures, and increased student-student interaction. In addition, instructors reported increased confidence in adopting teaching methods in almost all assessed areas. In technical areas, most respondents reported increased confidence in skills related to building an online course, creating online assignments and materials, and interacting with students. In soft skill areas, most respondents reported increased confidence in skills related to development of a welcoming, equitable online environment. These survey results underscore the critical role of professional development in shaping instructors' online teaching confidence and practices.
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      – Text: English
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Soft Skills
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: California
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