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Learning to Teach Online: The Impact of a Professional Development Model on Teaching and Learning at the Community College Level
PROCEEDINGS

, , Louisiana State University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online delivery involves extensive planning and attention to details that often go overlooked in typical classroom settings. Challenges for first-generation online instructors include learning how to use a Web-based interface for instruction, developing instructional materials suitable for online formats, and managing online course content. To date, however, few faculty members have been trained to integrate technology resources into their teaching practices. This paper describes the impact of a year-long professional development model on teaching and learning at four community colleges. Sixteen faculty members participated. Results indicate that 1) instructional change is more meaningful and effective for faculty and students when it occurs in context over a sustained period of time; 2) faculty can embrace innovations if they are supported by knowledgeable professionals and their peers; and 3) a majority of students welcome the use of Web-based components in their course work.

Citation

Hinson, J. & LaPrairie, K. (2005). Learning to Teach Online: The Impact of a Professional Development Model on Teaching and Learning at the Community College Level. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2250-2252). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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