Faculty Development: An Online à la carte Menu for Increased Engagement
Chelsea Chandler, Melissa Gleckler, University of Toledo, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The instructional design and educational technology groups at our university are situated within a division devoted to online learning and are invited to new faculty orientations at the start of each academic year. Based on anecdotal evidence gained from working directly with faculty, our departments discovered a need—some faculty want help launching their online course design and teaching within the actual LMS. Our division offers numerous faculty development opportunities in various modalities, such as face-to-face educational technology workshops to extended online certificate courses focused on instructional design. Our offerings consistently receive excellent feedback based on participant evaluations; however, during a recent evaluation of workshop and course offerings, it was determined that a more nuanced approach to the workshops could possibly fill a gap in our faculty development series. Our solution was to create an online, self-paced, à la carte workshop for faculty members focused on the most requested topics found in design evaluations. The purpose of this mixed methods action research study is to determine faculty experiences in the online workshop using a concurrent transformative design with triangulation at the interpretation stage and prioritization of qualitative data.
Chandler, C. & Gleckler, M. (2019). Faculty Development: An Online à la carte Menu for Increased Engagement. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 802-809). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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