Design Recommendations for Self-Paced Online Faculty Development Courses

被引：11

作者：

Rizzuto M. ^{[1
]}

机构：

[1] Florida SouthWestern State College, 8099 College Parkway, Fort Myers, 33919, FL

来源：

TechTrends | 2017年 / 61卷 / 1期

关键词：

Evaluation; Faculty development; Online training; Professional development; Reflection; Rubrics; Self-paced;

D O I：

10.1007/s11528-016-0130-8

中图分类号：

学科分类号：

摘要：

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. © 2016, Association for Educational Communications & Technology.

引用

页码：77 / 86

页数：9

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