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Evaluation Of Junior Faculty Online Development
PROCEEDINGS

, University of La Laguna, Spain

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes and curriculum and teaching capacities (CTC) learning. The data used in the analysis are from two online University training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.

Citation

Alegre, O.M. (2007). Evaluation Of Junior Faculty Online Development. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 205-212). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2021 from .

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