ERIC Number: ED422874
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Training, and Retaining, Faculty for Online Courses: Challenges and Strategies.
SchWeber, Claudine; Kelley, Kimberly B.; Orr, Gloria J.
This paper addresses the two core challenges facing institutions interested in delivering courses online: the increased need for faculty with interests and skills in this area, who can master the technology, take advantage of the new pedagogy mandated by teaching in a text-based environment, and maintain their subject area competence; and the delivery of academic support services, so that faculty are sufficiently trained to take advantage of these resources in the design and delivery of their World Wide Web-based courses. Strategies and practices used at the University of Maryland University College (UMUC) Graduate School of Management & Technology (GSMT) are described, including a four-phased, two semester training program; ongoing faculty support and supervision; an extensive UMUC faculty development program; and an intense and supportive relationship with the Office of Library Services. The paper is organized in the following six sections: (1) training GSMT faculty; (2) GSMT "time" research (i.e., research on the amount of time needed to teach an online course and what elements are involved); (3) retaining online faculty; (4) educating faculty about online library resources; (5) library workshops; (6) the online library resources course for new students and faculty; and (7) delivery and evaluation of this course. (DLS)
Descriptors: Academic Libraries, College Faculty, Computer Uses in Education, Delivery Systems, Distance Education, Faculty Development, Faculty Workload, Graduate Study, Higher Education, Inservice Teacher Education, Instructional Design, Library Instruction, Online Courses, Online Systems, Teacher Surveys, Teaching Methods, Teaching Skills, Training, Workshops, World Wide Web
Publication Type: Reports - Descriptive; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A