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Faculty and the adoption of online i...

Murdoch, Donna.

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Faculty and the adoption of online instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty and the adoption of online instruction./
Author:	Murdoch, Donna.
Description:	200 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704508
ISBN:	9781321769388

Faculty and the adoption of online instruction.
Murdoch, Donna.

Faculty and the adoption of online instruction. - 200 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This qualitative case study was designed to explore with faculty in higher education their perceptions of their experience learning to incorporate online instruction into their practice. Faculty members in the study taught at least one course fully online and at least two courses per semester. All participants in the study taught face to face in a higher education environment prior to teaching online. Their experience in face-to-face classrooms prior to incorporation of online instruction ranged from 4 to 44 years.

ISBN: 9781321769388Subjects--Topical Terms:

516579
Education.

Faculty and the adoption of online instruction.
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245 1 0 $a Faculty and the adoption of online instruction.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: Marie Volpe; Lyle Yorks.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This qualitative case study was designed to explore with faculty in higher education their perceptions of their experience learning to incorporate online instruction into their practice. Faculty members in the study taught at least one course fully online and at least two courses per semester. All participants in the study taught face to face in a higher education environment prior to teaching online. Their experience in face-to-face classrooms prior to incorporation of online instruction ranged from 4 to 44 years.
520 $a The study was based on the following assumptions: a) not all faculty are willing to adapt their practice; b) some faculty have traditionally been subject matter experts and do not like external changes imposed on their practice; c) faculty are not provided with sufficient professional development supporting new pedagogical modalities; d) faculty will candidly share their experiences; and e) the institution to which faculty belong supports and encourages faculty to embrace and adopt online instruction.
520 $a The source of data for this study was interviews with 20 faculty members who had incorporated online instruction into their practice within the past 10 years.
520 $a While this study set out to examine how participants perceived their experiences as they incorporated online instruction into their practice, a key finding revealed that they learned primarily through informal means such as learning from experience, seeking help from peers, and reflection on experience. The findings identified that the majority of faculty members who taught online: a) perceived loss of control over their instructional practice; b) described the time required to deliver an online course to be significantly greater than the time requirements of a face-to-face course; and c) learned to teach online primarily in informal ways by doing and seeking help from peers.
520 $a The principal recommendations resulting from this study for faculty who begin to incorporate online instruction into their practice are to make informal learning a priority, build a rich personal learning network of colleagues and peers, and be careful not to underestimate the time that will be required to develop and sustain online courses.
520 $a The principal recommendations for administrators in institutions of higher education who support faculty who teach online are to provide asynchronous interaction strategies that foster social and emotional presence in the online classroom, structure faculty development to go beyond emphasis on technology to include general background in pedagogy and learning theories, and encourage professional networks among faculty members to create informal learning opportunities.
590 $a School code: 0055.
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650 4 $a Adult education. $3 543202
650 4 $a Information technology. $3 532993
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710 2 $a Teachers College, Columbia University. $b Organization and Leadership. $3 2049780
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704508