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Showing 1 to 15 of 33 results Save | Export
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Martin, Florence; Budhrani, Kiran; Wang, Chuang – Online Learning, 2019
Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is measured by faculty attitudes about the importance of online teaching competencies and faculty's perceptions of their ability to confidently teach online. Validity and reliability of faculty responses to an online instrument and factors…
Descriptors: Teacher Attitudes, Readiness, Web Based Instruction, Online Courses
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Bedford, Laurie – Online Learning, 2019
The Professional Learning Community (PLC) has been used in higher education to provide a platform for faculty members to discuss challenges and build professional skills. While the virtual PLC (VPLC) is becoming a more acceptable delivery mechanism for faculty professional development, successful practices for designing these learning environments…
Descriptors: Communities of Practice, Social Media, College Faculty, Faculty Development
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Martin, Florence; Budhrani, Kiran; Kumar, Swapna; Ritzhaupt, Albert – Online Learning, 2019
The explosive growth of online learning in institutions of higher education has created a dire need for guidelines that instruct new and continuing online instructors about how best to teach in online spaces. The purpose of this exploratory study was to identify the roles of the online instructor and categorize critical competencies for online…
Descriptors: College Faculty, Online Courses, Teacher Role, Teacher Competencies
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Andrews Graham, D'Nita – Online Learning, 2019
Technology and distance education are on the rise in community colleges, four-year institutions, Ivy League colleges, research institutions, and technical colleges. One of the most significant phenomena occurring in Historically Black Colleges and Universities (HBCUs) today is distance education. Academic leaders can better implement professional…
Descriptors: Educational Benefits, Electronic Learning, Conventional Instruction, Black Colleges
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Wasserman, Egoza; Migdal, Ruth – Online Learning, 2019
Humans have a basic need to be constantly engaged in learning. The learning process, however, has undergone interesting changes as a result of the technological revolution, such as the advent of online learning. Technological changes in learning have also affected professional development courses. The purpose of this study is to compare attitudes…
Descriptors: Teacher Attitudes, Online Courses, Foreign Countries, Faculty Development
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Borup, Jered; Evmenova, Anna S. – Online Learning, 2019
Growth of online learning has placed increased pressure on K-12 schools and universities to provide students at all levels with qualified instructors. It is especially important that colleges of education provide pre- and in-service teachers with skilled online instructors so that they can experience the benefit of quality online instruction…
Descriptors: Schools of Education, Electronic Learning, Faculty Development, College Faculty
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Kumi-Yeboah, Alex – Online Learning, 2018
Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors…
Descriptors: Online Courses, Teacher Collaboration, Cultural Influences, Learning Experience
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Sullivan, Roberta; Neu, Victoria; Yang, Fengrong – Online Learning, 2018
The State University of New York's "Tools of Engagement Project (TOEP)" is an online professional development model that encourages faculty and instructional support staff to explore and reflect on innovative and creative uses of emerging technologies through hands-on Discovery Learning Activities. "TOEP" is focused on creating…
Descriptors: Faculty Development, Educational Technology, Technology Uses in Education, Lifelong Learning
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Glori Hinck; Rice, Kerry; Lowenthal, Patrick R.; Perkins, Ross – Online Learning, 2018
Online MBA programs have undergone significant growth in recent years. However, quality assurance measures have not kept pace with this growth. The purpose of this study was to identify and prioritize aspects of quality assurance specific to Association to Advance College Schools of Business (AACSB)-accredited online MBA programs. The Delphi…
Descriptors: Educational Quality, Quality Assurance, Masters Programs, Online Courses
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Zhu, Meina; Bonk, Curtis J.; Sari, Annisa R. – Online Learning, 2018
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This exploratory mixed methods study explores 143 MOOC instructors' considerations and challenges in designing MOOCs, 12 of whom were interviewed and had their courses analyzed. The survey, interview,…
Descriptors: Large Group Instruction, Online Courses, Teacher Attitudes, Educational Technology
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McKinney, Brinda K. – Online Learning, 2018
In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty members often spend a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Students may feel…
Descriptors: Computer Mediated Communication, Critical Thinking, Reflection, Assignments
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Gurley, Lisa E. – Online Learning, 2018
Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…
Descriptors: Blended Learning, Online Courses, Educational Technology, Technology Uses in Education
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Wingo, Nancy Pope; Ivankova, Nataliya V.; Moss, Jacqueline A. – Online Learning, 2017
Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that…
Descriptors: Teacher Attitudes, Online Courses, College Faculty, Educational Technology
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Pereira, Audrey Smith; Wahi, Monika Maya – Online Learning, 2017
Although course management systems (CMSs) provide technology platforms that help faculty members adopt better techniques for teaching and learning, and training contributes to faculty information technology (IT) use, many higher education faculty members do not complete CMS training programs, resulting in underuse of CMSs. Therefore, the overall…
Descriptors: Computer Software, Open Source Technology, Integrated Learning Systems, Teaching Styles
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Chen, Ken-Zen; Lowenthal, Patrick R.; Bauer, Christine; Heaps, Allan; Nielsen, Crystal – Online Learning, 2017
Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this…
Descriptors: College Faculty, Faculty Development, Online Courses, Case Studies
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