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The Effect of a Faculty Professional Development Model on Pedagogical and Philosophical Approaches to Teaching Online
PROCEEDINGS

, Illinois State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Evolving advances in technology and the presence of a new and digitally literate generation of students have brought about changes in teaching and learning methodologies. Faculty are now open to delivering their courses in a variety of formats. So far, the push and demand continues to grow for instruction in online and blended environments. With this development comes the need for effective professional development models and the examination of the outcomes from such training opportunities. The current study explores faculty experiences in a summer-long professional development model Specifically, the effect of this model on pedagogical and philosophical approaches to teaching are examined.

Citation

Kyei-Blankson, L. (2012). The Effect of a Faculty Professional Development Model on Pedagogical and Philosophical Approaches to Teaching Online. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 681-684). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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