Online Teaching Strategies, E-Learning, and Faculty Development
Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching
| Title: | Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching (ID: CSD382) | | Author(s): | David Covington (North Carolina State University), Donna Petherbridge (North Carolina State University), and Sarah Egan Warren (North Carolina State University) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | The English department at North Carolina State University faced a rapid, large-scale transition of a number of its professional writing courses from traditional classes to online courses. Recognizing that numerous barriers, including unresolved administrative issues, faculty resistance, and lack of training could impede this process, administrators and faculty members collaborated to ensure that appropriate resources, peer support, and adequate professional development were available for the success of this endeavor. This transition became an opportunity for professional development activities and for carefully orchestrated administrative and peer support. As a result, twenty of forty-two professional writing classes were delivered online in the fall of 2004, and twenty of forty classes are being delivered in spring 2005. | | View this resource: | |
Preparing Instructors for Quality Online Instruction
| Title: | Preparing Instructors for Quality Online Instruction (ID: CSD3825) | | Author(s): | Yi Yang (Mississippi State University) and Linda F. Cornelious (Mississippi State University) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online instruction. The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment? This paper will examine new challenges and barriers for online instructors, highlight major themes prevalent in the literature related to "quality control or assurance" in online education, and provide practical strategies for instructors to design and deliver effective online instruction. Recommendations will be made on how to prepare instructors for quality online instruction. | | View this resource: | |
Making the Transition: Helping Faculty to Teach Online
| Title: | Making the Transition: Helping Faculty to Teach Online (ID: EDU0006) | | Origin: | Presented at EDUCAUSE Annual Conferences (2000) | | Type: | Articles, Papers, and Reports | | Abstract: | Based on the presenter's book, Building Learning Communities in Cyberspace, this session will explored faculty training needs in order to help them shift the ways in which they organize and deliver material so as to empower learners to take charge of their own process and increase interactivity in online courses. The role of IT professionals in supporting this transition will also be discussed. | | View this resource: | |
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