Asynchronous Faculty Learning Communities for Online Instructors
Melissa Vosen Callens, North Dakota State University, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on the development and facilitation of a nine-week, asynchronous faculty learning community (FLC) for online instructors. In this community, participants read and discussed scholarly work related to teaching and learning online: writing course objectives, developing modules, increasing interaction, selecting educational technology, and designing online formative and summative assessments. Because this community was online and asynchronous, it allowed the facilitator to not only talk about key concepts and tools in online learning, but also to demonstrate the use of them. In addition, it also permitted participants to familiarize themselves with the tools available inside and outside the campus learning management system, Blackboard. Pilot participants reported the online FLC format was helpful because they were able to explore Blackboard and other technologies.
Vosen Callens, M. (2015). Asynchronous Faculty Learning Communities for Online Instructors. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1044-1048). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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