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Professional Development for Online University Teaching
ARTICLE

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Distance Education Volume 34, Number 3, ISSN 0158-7919

Abstract

Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.

Citation

Gregory, J. & Salmon, G. (2013). Professional Development for Online University Teaching. Distance Education, 34(3), 256-270. Retrieved April 26, 2019 from .

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Cited By

  1. An Authentic Online Community of Learning Framework for Higher Education: Development Process

    Jenni Parker, Murdoch University, Australia

    Journal of Educational Multimedia and Hypermedia Vol. 26, No. 4 (October 2017) pp. 343–356

  2. Perceptions of K-12 Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study

    Leslie Pourreau & Anissa Lokey-Vega, Kennesaw State University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 685–691

  3. An Authentic Online Community of Learning Framework for Higher Education: Development Process

    Jenni Parker, Murdoch University, Australia

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 26–34

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