NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1165795
Record Type: Journal
Publication Date: 2018-Jan
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-3440
EISSN: N/A
Professional Development in the Transition to Online Teaching: the Voice of Entrant Online Instructors
Adnan, Müge
ReCALL, v30 n1 p88-111 Jan 2018
Professional development (PD) is critical for instructors who are adopting new roles and competencies in online teaching environments. This mixed-method study examines an online faculty development programme in Turkey, refecting upon participants' expectations, readiness and satisfaction. The fndings indicate a signifcant relationship between individual readiness and satisfaction, and reveal that readiness positively predicts satisfaction. Participants' refections demonstrate that, to enhance their traditional roles, they need competencies for online learning environments and active practice in real-life applications. PD is important for introducing the new pedagogies required and for integration of technology, while the adoption of new roles is key to developing competent online instructors who have a positive attitude to online learning.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A