Impact of Faculty Development Targeting Pedagogical Aspects of Online Teaching
Abstract
The byproduct of rapidly growing online learning programs is an influx of faculty new to online teaching. While universities typically invest resources in faculty training targeting the content management system and relevant technology, less information is available on the impact of faculty development exclusively focusing on online teaching pedagogy. The current investigation examines the impact of dedicated online pedagogical training (targeting case-based learning, learning communities, faculty-student interactions, classroom management) on student learning, student perceptions and teaching evaluations. Results indicate that students led by faculty who receive pedagogical training (in addition to technology training) showed increased learning and enhanced perceptions surrounding the online learning experience. Contrary to expectations, faculty without pedagogical training were more active in the course; but this increased activity did not result in measured learning gains. Discussion will highlight: key pedagogical strategies that show effectiveness for online learning, strategies for assessing teaching effectiveness in the online classroom and considerations for a comprehensive operationalization of “impact” when examining instructional strategies.
Location
Room 2904
Recommended Citation
Marks, Antoinette and Mandernach, B. Jean, "Impact of Faculty Development Targeting Pedagogical Aspects of Online Teaching " (2012). SoTL Commons Conference. 18.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/18
Impact of Faculty Development Targeting Pedagogical Aspects of Online Teaching
Room 2904
The byproduct of rapidly growing online learning programs is an influx of faculty new to online teaching. While universities typically invest resources in faculty training targeting the content management system and relevant technology, less information is available on the impact of faculty development exclusively focusing on online teaching pedagogy. The current investigation examines the impact of dedicated online pedagogical training (targeting case-based learning, learning communities, faculty-student interactions, classroom management) on student learning, student perceptions and teaching evaluations. Results indicate that students led by faculty who receive pedagogical training (in addition to technology training) showed increased learning and enhanced perceptions surrounding the online learning experience. Contrary to expectations, faculty without pedagogical training were more active in the course; but this increased activity did not result in measured learning gains. Discussion will highlight: key pedagogical strategies that show effectiveness for online learning, strategies for assessing teaching effectiveness in the online classroom and considerations for a comprehensive operationalization of “impact” when examining instructional strategies.
