Abstract
Online learning options continue to gain popularity among adult learners who demand the flexibility that online programs provide. Although new online instructional technology delivery tools continue to emerge, the attitudes and abilities of college faculty regarding use of those tools have not kept pace, particularly long-term classroom adjunct faculty members employed full-time outside of academe. Literature indicates a lack of continuous improvement in college faculty members’ attitudes about and proficiency with online instructional skills often lead to faculty resistance to engaging in online instruction. A clearer understanding of faculty development needs may assist college leaders in aligning limited resources with improvement of faculty online teaching attitudes and skills.
A mixed-method study was conducted at a private multi-campus North Carolina institution to assess adult studies faculty members’ perceptions of their own skill levels and attitudes related to online teaching and the relationships of demographic variables to specific developmental needs. The results of the study provided a basis for the development of a targeted, comprehensive program of professional development activities to further engage faculty members in online teaching. Results of the study and application of those results will be shared in an interactive session for conference participants to support their planning for online faculty professional development.
Location
Room 2005
Recommended Citation
Zukowski, Joanne R. and Terrell, Janice D., "Assessment of Faculty Technology Readiness for Effective Transitioning to Online Instruction" (2015). SoTL Commons Conference. 55.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/55
Assessment of Faculty Technology Readiness for Effective Transitioning to Online Instruction
Room 2005
Online learning options continue to gain popularity among adult learners who demand the flexibility that online programs provide. Although new online instructional technology delivery tools continue to emerge, the attitudes and abilities of college faculty regarding use of those tools have not kept pace, particularly long-term classroom adjunct faculty members employed full-time outside of academe. Literature indicates a lack of continuous improvement in college faculty members’ attitudes about and proficiency with online instructional skills often lead to faculty resistance to engaging in online instruction. A clearer understanding of faculty development needs may assist college leaders in aligning limited resources with improvement of faculty online teaching attitudes and skills.
A mixed-method study was conducted at a private multi-campus North Carolina institution to assess adult studies faculty members’ perceptions of their own skill levels and attitudes related to online teaching and the relationships of demographic variables to specific developmental needs. The results of the study provided a basis for the development of a targeted, comprehensive program of professional development activities to further engage faculty members in online teaching. Results of the study and application of those results will be shared in an interactive session for conference participants to support their planning for online faculty professional development.
