The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment.
The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction.
Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction.
Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices.
The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment.
The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction.
Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction.
Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices.
| Identifer | oai:union.ndltd.org:nova.edu/oai:nsuworks.nova.edu:fse_etd-1121 |
| Date | 30 June 2017 |
| Creators | Horton, Michelle N, 9828594 |
| Publisher | NSUWorks |
| Source Sets | Nova Southeastern University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Fischler College of Education: Theses and Dissertations |
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