Faculty Development for Online Teaching, a special issue, JALN 16.2
Journal of Asynchronous Learning Networks
Volume 16 Issue 2 March 2012
Editors Stephanie J. Jones and Katrina A. Meyer
In the new issue of JALN, 16.2, ten articles report on the design, implementation and results of faculty development programs. The issue is particularly useful for understanding how applied research leads to successful outcomes. Effective faculty are key to student success and to the success of online programs. The new special issue of the Sloan Consortium's Journal of Asynchronous Learning Networks, Volume 16.2, provides insights about professional development for faculty and guidelines from successful programs for online teaching.
Edited by Stephanie J. Jones of Texas Tech University and Katrina A. Meyer of the University of Memphis, the issue features faculty development research from Alta Solutions Group, Bay Path College, Capella University, Carroll University, Florida Atlantic University, Penn State World Campus, Pennsylvania State University-Harrisburg, PBS Teacherline, University of Central Florida, University of Wisconsin-Green Bay, University of Wisconsin-La Crosse, andSouthwest Minnesota State University.
Demonstrating the transformational effects of online learning, Teresa Beth Henning recounts her experience in Writing Professor as Adult Learner: An Autoethnography of Online Professional Development showing why it’s good for online teachers to begin as online learners.
Carol A. McQuiggan’s Faculty Development for Online Teaching as a Catalyst for Change gives evidence that learning to teach online can transform faculty’s assumptions and beliefs about teaching and positively face-to-face teaching practices.
For faculty who are reluctant to teach online because of anxiety about technology, Terri Johnson, Mary Ann Wisniewski, Greg Kuhlemeyer, Gerald Isaacs, and Jamie Krzykowski offer Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp.
Faculty development results in significant increase in pedagogical strategies in online courses and in face-to-face courses, according to Kristin Koepke and Alexander O’Brien in
Aimee deNoyelles, Clara Cobb and Denise Lowe describe a redesigned program that increased faculty confidence in Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals:A Case Study in Faculty Development. The redesign balanced autonomy and support; emphasized adult learning principles to support content creation; and shifted the focus from individual to community.
Janet Reilly, Christine Vandenhouten, Susan Gallagher-Lepak, and Penny Ralston-Berg describe a community of practice model for faculty development that can be replicated across disciplines.
Particularly useful for designing and refining development programs are four case studiesthat describe faculty development design and outcomes in diverse settings:
by Amber L. Vaill and Peter A. Testori;
by Barbara Storandt, Lia Dossin and Anna Piacentini Lacher;
by Eileen Dittmar and Holly McCracken; and
by Monica Orozco, James K. Fowlkes, Page Jerzak, and Ann Musgrove.
About JALN
Journal of Asynchronous Learning Networks (JALN), published by the Sloan Consortium, is a major source of knowledge about online education. The aim of the JALN is to describe original work in asynchronous learning networks (ALN), including experimental results. It is available online and in print. For more information, visit http://sloanconsortium.org/publications/jaln_main.
Issues are free to members or may be purchased in print or pdf, see http://sloanconsortium.org/jaln_pricing.
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1.
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Stephanie J. Jones
Texas Tech University
Katrina A. Meyer
University of Memphis
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5
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2.
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Teresa Beth Henning
Southwest Minnesota State University
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9
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3.
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Carol A. McQuiggan
Pennsylvania State University - Harrisburg
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27
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4.
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Terri Johnson, Mary Ann Wisniewski, Greg Kuhlemeyer, Gerald Isaacs, and Jamie Krzykowski
Carroll University
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63
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5.
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Kristin Koepke and Alexander O’Brien
University of Wisconsin-La Crosse |
73
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6.
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Aimee deNoyelles, Clara Cobb and Denise Lowe
University of Central Florida
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85
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7.
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Janet Reilly, Christine Vandenhouten, and Susan Gallagher-Lepak
University of Wisconsin – Green Bay
Penny Ralston-Berg
Penn State World Campus
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99
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8.
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Amber L. Vaill and Peter A. Testori
Bay Path College
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111
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9.
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Barbara C. Storandt and Anna Piacentini Lacher
ALTA Solutions Group, LLC
Lia C. Dossin
PBS Teacherline
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121
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10.
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Eileen Dittmar and Holly McCracken
Capella University
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163
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11.
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Monica Orozco, James K Fowlkes, Page Jerzak, and Ann Musgrove
Florida Atlantic University
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177
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