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ERIC Number: EJ1209870
Record Type: Journal
Publication Date: 2019-Apr
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1042-1726
Professional Development for Online Faculty: Instructors' Perspectives on Cultivating Technical, Pedagogical and Content Knowledge in a Distance Program
Berry, Sharla
Journal of Computing in Higher Education, v31 n1 p121-136 Apr 2019
In this qualitative case study, the researcher draws on interviews with 13 faculty in an online doctoral program to find out how professional development offerings strengthened distance instructors' technical, pedagogical and content knowledge. Findings suggest that guided practice sessions in the virtual classroom strengthened newer faculty members' technical knowledge. Biweekly meetings turned into a community of practice where newer and more experienced faculty could build content knowledge. Faculty in the distance program desired more professional development in the area of online pedagogy.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A