Designing a Phase-Based Professional Development Program to Improve Andragogical Effectiveness of Faculty Teaching Online

Autor/in	Carcioppolo, Joann
Titel	Designing a Phase-Based Professional Development Program to Improve Andragogical Effectiveness of Faculty Teaching Online
Quelle	(2013), (168 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-5374-0
Schlagwörter	Hochschulschrift; Dissertation; Professional Development; Andragogy; Teacher Effectiveness; Web Based Instruction; Instructional Improvement; Action Research; Participatory Research; Electronic Learning; Online Courses; Community Colleges; Mixed Methods Research; Data Analysis; Adult Learning; Transformative Learning; Teaching Methods; Distance Education; Accreditation (Institutions); Criteria; Achievement Gap; School Holding Power; Strategic Planning; Student Needs; Independent Study; Educational Assessment; Needs Assessment; Program Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Andragogics; Andragogik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Web Based Training; Unterrichtsqualität; Projektforschung; Forschungstätigkeit; Online course; Online-Kurs; Community college; Community College; Auswertung; Adulte education; Adult training; Erwachsenenbildung; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Strategy; Planning; Strategie; Planung; Selbststudium; Education; assessment; Bewertungssystem; Bedarfsermittlung; Programme evaluation; Programmevaluation
Abstract	The purpose of this participatory action research study was to develop a plan to improve a professional development program to change faculty members' andragogical instructional practices when teaching students enrolled in online courses at a community college. A quantitative and qualitative mixed method approach to data analysis was used in conjunction with the principles of adult and transformative learning theory to plan a design for a quality professional development program on teaching methodologies in distance education. The new accreditation criteria require assessment and evaluation of the level of improvement of faculty performance to decrease the gap in student success and retention in the online courses. Additionally, the institution stakeholders are striving to integrate the long-term vision and goals stated in the strategic plan and to meet the diverse needs of students and staff through personal and professional development activities. The implications of the results and findings of this study suggest including online competencies, critical reflection, progress journals, and the Quality Matters peer review process to the professional development program. To be more effective in training the adult learners in the program, the pedagogy that was used to train faculty members in the past should reflect that of andragogy. A self directed learning assessment for adults is recommended as part of the orientation component to the professional development program. In order to produce the greatest amount of learning, the faculty participants should be able to diagnose their own needs as adult learners and then evaluate the training. The information derived from the evaluations should be used to improve future professional development programs for faculty teaching online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01