ERIC Number: EJ1036726
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 44
A National Study of Theories and Their Importance for Faculty Development for Online Teaching
Meyer, Katrina A.; Murrell, Vicki S.
Online Journal of Distance Learning Administration, v17 n2 Sum 2014
This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. An instrument of 26 items was developed based on a review of literature on faculty development for online teaching and analyzed in Meyer (2014). The study found that 72% (n = 29) organizations used learning style theory as a basis for their training activities, followed by 69% that used adult learning (Merriam, 2001) and self-directed learning (Knowles, 1975), 64% that used Kolb's (1984) experiential learning model, 59% that used Knowles' (1975) andragogy theories, and 54% that used various instructional design models. Models of good practice were strongly favored (79%) over research on online learning (31%) or theories of learning (23%) in faculty training. Pedagogies of online learning were most important to 92% of the respondents, while research about online learning was most important to only 23% of those who completed the survey. Differences based on Carnegie classification were also found.
Descriptors: Colleges, Faculty Development, Electronic Learning, Measures (Individuals), Educational Research, Classification, Cognitive Style, Learning Theories, Adult Learning, Independent Study, Andragogy, Instructional Design, Experiential Learning, Teacher Surveys, Likert Scales
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: email@example.com; Web site: http://www.westga.edu/~distance/ojdla
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Authoring Institution: N/A