Formalizing online faculty training. Does it make a difference?
Wayne Mier, PhD, EdS, MEd; Carla Fry, PhD, MSN, RN
- Sigma Affiliation
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Top Visiting Cities
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Mier, Wayne by View
Popular Works for Mier, Wayne by Download
Background: Substantial growth in online education over the past decade has increased the demand for faculty who possess the skill set needed for effective delivery and student engagement in the online world. Many institutions of higher learning offer training programs aimed at teaching faculty to facilitate online learning; however, little is known about the application and effectiveness of newly acquired knowledge upon completion of the faculty development.
Purpose: The purpose of this study was to investigate how online faculty apply the training principles and strategies learned in an online faculty-training program, and how students perceive teaching effectiveness.
Methods: A mixed methods case study approach was taken to determine 1) the frequency with which faculty applied newly acquired teaching practices learned in the training program, 2) barriers to using effective teaching practices in online teaching after the training program; and 3) student perceptions of online faculty teaching effectiveness. The Seven Principles of Good Practice served as a theoretical underpinning for the study. The Instructional Practices Inventory (IPI) instrument was used to survey faculty online teaching strategies, including frequency and ease of use and proficiency of application. Student perceptions of teaching effectiveness were measured with the Student Evaluation of Online Teaching Effectiveness survey (SEOTE). Preliminary data from the survey instruments informed follow up interviews with faculty using case study methodology.
Findings: Eight faculty members and 56 students participated in the study representing an 11% participation rate overall. Integration of the newly acquired skill set from training programs varied among faculty (n = 8); however, the overarching themes for successful implementation were ease of use, and relevance to the particular subject matter being taught. Time constraints were cited as a major barrier to implementation of newly learned strategies. Student perceptions (n = 56) of teaching effectiveness ranked the principle of active learning the highest, and cooperation among students the lowest. Of the students surveyed, 67% felt that prompt substantive feedback with error identification as well as tips for correcting their work was an essential component of online learning. Differential assignments based on student competency also ranked high on the SEOTE instrument.
Implications: Distance learning is not analogous with traditional face-to-face classrooms. Differences in student populations, technology, and the asynchronous nature of online learning create unique challenges for faculty and students alike. Students’ ranking of active learning supports the constructivist view and is essential for online learning. This also suggests that online faculty should use realistic assignments and problem solving activities designed to motivate students to take responsibility for their own learning, and do their best work. Though more research is needed in this area, findings from this study indicate that there are opportunities to improve the online classroom to better support inquiry, engagement, and proficiency through formalized faculty-training programs and continuing educational offerings.
Caring for a Diverse World
|Abstract Review Only: Reviewed by Event Host
|STTI Lambda Rho Chapter’s 2016 Nursing Research Conference
|Lambda Rho at-Large Chapter of Sigma Theta Tau International Honor Society of Nursing
|Jacksonville, Florida, USA
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Showing items related by title, author, creator and subjects.
Reznicek, Jacqueline M.E-cigarette use and vaping has increased dramatically in the U.S. since 2011 among high school students and is a serious public health concern. Nicotine is an addictive substance and nicotine may harm teen brain development. ...
Does diabetes mellitus make a difference in symptom presentation of patients with acute myocardial infarction? Li, Polly W. C.; Yu, Doris S. F.; Lee, Diana T. F. (2014-11-17)Session presented on Friday, July 25, 2014: Purpose: The study aimed to compare the differences in symptom presentation between diabetic and non-diabetic patients with acute myocardial infarction (AMI), and to examine the ...
Gaston, Teresa A. (2018-04-03)TeamSTEPPS® is an evidence based practice, patient safety program created for the healthcare setting. Online RN to BSN students received an online educational intervention. Survey results demonstrated a positive change ...
Huckstadt, Alicia A. (2017-06-05)Purpose: The purpose of this abstract is to share development and preliminary results of an educational project designed to explore if tailored didactic education and clinical experiences in underserved areas would result ...
The effect of a formal mentoring program on career satisfaction and intent to stay in the faculty role for novice nurse faculty Mariani, Bette A.; Jeffers, Stephanie M. (2016-03-21)Session presented on Sunday, November 8, 2015: Background: The transition from the role of a clinician to that of faculty in an academic setting can be challenging and stressful for novice nurse faculty. A lack of support ...