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ERIC Number: EJ1125221
Record Type: Journal
Publication Date: 2017-Jan
Pages: 10
Abstractor: As Provided
ISSN: ISSN-8756-3894
Design Recommendations for Self-Paced Online Faculty Development Courses
Rizzuto, Melissa
TechTrends: Linking Research and Practice to Improve Learning, v61 n1 p77-86 Jan 2017
An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced online faculty development course about rubrics. A mixed-methods research design was implemented to collect quantitative and qualitative data from faculty members upon completion. Data obtained from an evaluation questionnaire, rubric artifact, self-reflections, and teaching improvement plan revealed that faculty viewed the course as a positive and useful experience. Specific design recommendations for instructional designers and faculty developers of self-paced online courses are provided. These design recommendations emphasize adult learning principles and transformative learning through self-reflection.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A