Adapting under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching

Autor/inn/en	Gomez, David R.; Swann, William; Willms Wohlwend, Mary; Spong, Stephanie
Titel	Adapting under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching
Quelle	In: Journal of Computing in Higher Education, 35 (2023) 1, S.91-110 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gomez, David R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-022-09330-5
Schlagwörter	Online Courses; Faculty Development; College Faculty; Distance Education; COVID-19; Pandemics; School Closing; Evidence Based Practice; Program Effectiveness; Learning Management Systems; New Mexico + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Fakultät; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	This case study examines the adaptation of an existing online, asynchronous faculty development resource at the University of New Mexico to support the unanticipated need for all instructors to teach remotely starting in spring 2020, due to the COVID-19 pandemic. The course--entitled Evidence-Based Practices for Teaching Online (EBPTO)--was previously utilized to support instructor transitions to distance education by applying constructivist principles to the development of evidence-based online teaching practices. The course was adapted to address institutional and instructor needs as a result of the pandemic, including increasing facilitation resources. The largest EBPTO cohort, with 117 participants, began in June 2020. Data were collected through a reflective journal administered at the mid-point and an end-of-course survey. Analysis of the reflective journal provided insight into participants' learning experience in terms of key "takeaways," LMS tools that they had the opportunity to practice, and "lingering questions" that they had. The top 3 takeaways were the usefulness of course mapping, the usefulness of backwards design, and the deepening familiarity with LMS tools. Results from the end-of-course survey showed positive feedback from participants regarding perceived achievement of the course learning objectives, even after scaling the course to accommodate the large number of instructors moving to remote instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01