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Perceived vs. Actual Online Teaching Needs of University Faculty: A Mixed-methods Study
PROCEEDING

, , University of Central Arkansas, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Research was conducted at a mid-south higher education institution regarding perceived versus actual online teaching needs of the faculty. Perceived needs were analyzed through a campus wide survey (N=65) and actual needs were determined by reviewing a sampling (n=11) of online courses using the Blackboard Exemplary Course Program Rubric. Overall, perceived and actual needs were aligned in the area of interaction and collaboration. The survey found that faculty feel more comfortable with the various online course design and teaching functions the more experience they have with online teaching. However, neither teaching nor online teaching experience is correlated with online teaching effectiveness. Thus, online teaching faculty at this institution can benefit from a training program. This presentation will share the methods and results from the study, and discuss how the training needs found at this institution can inform the faculty development offerings of other similar institutions.

Citation

Parish, V. & Hu, H. (2017). Perceived vs. Actual Online Teaching Needs of University Faculty: A Mixed-methods Study. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 273-279). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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