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Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning
ARTICLE

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Internet and Higher Education Volume 8, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale.

Citation

Schrum, L., Burbank, M.D., Engle, J., Chambers, J.A. & Glassett, K.F. (2005). Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning. Internet and Higher Education, 8(4), 279-289. Elsevier Ltd. Retrieved November 21, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2005.08.001

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