Increasing the Efficacy of Educators Teaching Online
In order to provide and maintain effective pedagogy for the burgeoning virtual reality community, it is vital to have trained faculty in the institutions of higher education who will teach these courses and be able to make full use of their academic knowledge and expertise. As the number of online courses continues to grow, there is a need for these institutions to establish mentoring programs that will support the novice online instructor. The environment in which this takes place and the factors that ensure its success are critical to the adoption of the new instructional delivery format taught by both seasoned educators and adjunct instructors. Effective one-on-one mentoring promotes a professional, compassionate and collegial faculty who will provide a consistent and rigorous academic program for students online.
[1] MacCorkindale, G, "Helping to prepare tomorrow-s teachers using
technology: Faculty development," in Proceedings of SITE 2002:
Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 619-620. [ERIC
Document Reproduction Service No. ED472233].
[2] Czubaj, C, "Internet review: Educator concerns regarding cyberspace
curricula," Education, vol. 125(1), pp. 15-20, Fall 2004.
[3] Talent-Runnels, M., Cooper, S., Lan, W., Thomas, J. & Busby, C.,
"How to teach online: What the research says, Distance Learning, vol.
2(1), pp. 21-28, 2005.
[4] Uttendorfer, M., "Adding ÔÇÿflash- to your faculty development program,"
in Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp.
741-743. (ERIC Document Reproduction Service No. ED472233).
[5] Schar, A., "Development of a program to support faculty in the creation
of online classes at Saddleback College," Ed.D. dissertation, Dept.
Education, Nova Southeastern Univ., 2002. [ERIC Document
Reproduction Service No. ED474591].
[6] Laguna, K. & Babcock, L., "Computer anxiety in young and older
adults: Implications for human-computer interactions in older
populations," Computers in Human Behavior, vol. 13, pp. 317-326,
1997.
[7] Magee, J & Jones, E., "Leave no grown-up behind: Coming to terms
with technology," YC Young Children, vol. 59(3), pp. 13-21, May
2004.
[8] Cuellar, N., "The transition from classroom to online teaching," Nursing
Forum, vol. 37(3), pp. 5-14, Jul.-Sep. 2002.
[9] Wiesenberg, F., "Teaching on-line: One instructor-s evolving ÔÇÿtheory of
practice-," Adult Basic Education, vol. 9(3), pp. 149-162, Fall 1999.
[10] Saunders, D. & Hamilton, D., "A twinning model for staff development
in higher education," Education and Training International, vol. 36(2),
pp. 118-128, 1999.
[11] O-Quinn, L., "Factors that influence community college faculty
participation in distance education," Ed.D. dissertation, George
Washington University, 2002. [ERIC Document Reproduction Service
No. ED473285].
[12] Spector, J., "Time demands in online instruction1," Distance Education,
vol. 26(1), pp. 5-28, May 2005.
[13] Mishra, P., Kochler, M., Hershey, K. & Peruski, L., "With a little help
from your students: A new model for faculty development and online
course design," in Proceedings of SITE 2002: Society for Information
Technology & Teacher Education International Conference,
Tennessee, 2002, pp. 688-692. [ERIC Document Reproduction
Service No. ED472233].
[14] Stanley, L., "Beyond access: Psychosocial barriers to computer literacy,"
The Information Society, vol. 19, pp. 407-416, 2003.
[15] Wilson, C., "Faculty attitudes about distance learning," Educause
Quarterly, vol. 24(2), pp. 70-71, 2001.
[16] Chizmar, J. & Williams, D., "What do faculty want?" Educause
Quarterly, vol. 24(1), pp. 18-24, Spr. 2001.
[17] Cellante, D., "How to effectively integrate technology into the
curriculum - Through faculty development," in Proceedings of SITE
2002: Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 623-626. (ERIC
Document Reproduction Service No. ED472233).
[18] Kagima, L. & Hausafus, C., "Faculty: The central element in
instructional technology integration," Journal of Family and Consumer
Sciences: From Research to Practice, vol. 93(4), pp. 33-36, 2001.
[19] Witte, M. & Wolf, S., "Infusing mentoring and technology within
graduate courses: Reflections in practice," Mentoring & Tutoring:
Partnership in Learning, vol. 11(1), pp. 95-104, Apr. 2003.
[20] Cotugna, N. & Vickery, C., "Reverse mentoring: A twist to teaching
technology," American Dietetic Association Journal of the American
Dietetic Association, vol. 98(10), pp. 1166-1169, Oct. 1998.
[21] Morris, M. & Ballard, S., "Instructional techniques and environmental
considerations in family life education programming for midlife and
older adults," Family Relations, vol. 52(2), pp. 167-174, Apr. 2003.
[22] "Help is just down the hall," NEA Today, vol. 16, p. 22, Sept. 1997.
[23] Chatel, R., "Empowering higher education faculty to use technology to
enhance teaching and learning: a peer mentoring program," in
Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp.
627-629. (ERIC Document Reproduction Service No. ED472233).
[24] Chernish, W., "Faculty development for moving from class rooms to
learning spaces," in Proceedings of SITE 2002: Society for Information
Technology & Teacher Education International Conference,
Tennessee, 2002, pp. 630-633. (ERIC Document Reproduction Service
No. ED472233).
[25] Cavanaugh, C., "Faculty development in educational technology," in
Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp.
621-622. (ERIC Document Reproduction Service No. ED472233)
[26] Knowles, M., The modern practice of adult education: Andragogy
versus pedagogy. Chicago: Association Press, 1970.
[27] Bump, M. & McGhie, L., "Making technology meaningful to faculty:
Two approaches over one semester, in Proceedings of SITE 2002:
Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 612-613. (ERIC
Document Reproduction Service No. ED472233).
[28] Savage, H., Karp, R. & Logue, R., "Faculty mentorship at colleges and
universities," College Teaching, vol. 52(1), pp. 21-25, Winter 2004.
[29] Zeind, C., Zdanowicz, M., MacDonald, K. & Parkhurst, C., "Developing
a sustainable faculty mentoring program," American Journal of
Pharmaceutical Education, vol. 69(1-5), pp. K1-14, 2005.
[30] Duffield, J & Moore, J., "Lessons learned from PT3," TechTrends, vol.
50(3), pp. 54-57, May/June 2006.
[31] Metze, L., Petty, P., Wininger, S. & Mosby, C., "Coacher and players
perspectives on faculty development in technology: It-s a whole new
ballgame," in Proceedings of SITE 2002: Society for Information
Technology & Teacher Education International Conference,
Tennessee, 2002, pp. 685-687. (ERIC Document Reproduction
Service No. ED472233).
[32] Knowles, M., Andragogy in action. Applying modern principles of adult
education. San Francisco: Jossey Bass, 1984.
[33] Peterson, D., "Coaching faculty for technology integration," in
Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp. 703-
704. (ERIC Document Reproduction Service No. ED472233)
[34] Glendenning, E. & Battersby, D., "Educational gerontology and
education for older adults: A statement of first principles," Australian
Journal of Adult and Community Education, vol. 30, pp. 38-44, 1990.
[35] Hinson , J., Laprairie, K. & Cundiff, J., "One size does NOT fit ALL," T
H E Journal, vol. 32(11), pp. 26-30, Jun. 2005.
[36] Leh, A., "Lessons learned from service learning and reverse mentoring
in faculty development: A case study in technology training, Journal
of Technology and Teacher Education, vol. 13(1), pp. 25-42, 2005.
[37] Goodale, C., Carbonaro, M. & Snart, F., "Faculty of education staff
development - Support of tomorrow-s teachers," in Proceedings of
SITE 2002: Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 634-638. (ERIC
Document Reproduction Service No. ED472233).
[1] MacCorkindale, G, "Helping to prepare tomorrow-s teachers using
technology: Faculty development," in Proceedings of SITE 2002:
Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 619-620. [ERIC
Document Reproduction Service No. ED472233].
[2] Czubaj, C, "Internet review: Educator concerns regarding cyberspace
curricula," Education, vol. 125(1), pp. 15-20, Fall 2004.
[3] Talent-Runnels, M., Cooper, S., Lan, W., Thomas, J. & Busby, C.,
"How to teach online: What the research says, Distance Learning, vol.
2(1), pp. 21-28, 2005.
[4] Uttendorfer, M., "Adding ÔÇÿflash- to your faculty development program,"
in Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp.
741-743. (ERIC Document Reproduction Service No. ED472233).
[5] Schar, A., "Development of a program to support faculty in the creation
of online classes at Saddleback College," Ed.D. dissertation, Dept.
Education, Nova Southeastern Univ., 2002. [ERIC Document
Reproduction Service No. ED474591].
[6] Laguna, K. & Babcock, L., "Computer anxiety in young and older
adults: Implications for human-computer interactions in older
populations," Computers in Human Behavior, vol. 13, pp. 317-326,
1997.
[7] Magee, J & Jones, E., "Leave no grown-up behind: Coming to terms
with technology," YC Young Children, vol. 59(3), pp. 13-21, May
2004.
[8] Cuellar, N., "The transition from classroom to online teaching," Nursing
Forum, vol. 37(3), pp. 5-14, Jul.-Sep. 2002.
[9] Wiesenberg, F., "Teaching on-line: One instructor-s evolving ÔÇÿtheory of
practice-," Adult Basic Education, vol. 9(3), pp. 149-162, Fall 1999.
[10] Saunders, D. & Hamilton, D., "A twinning model for staff development
in higher education," Education and Training International, vol. 36(2),
pp. 118-128, 1999.
[11] O-Quinn, L., "Factors that influence community college faculty
participation in distance education," Ed.D. dissertation, George
Washington University, 2002. [ERIC Document Reproduction Service
No. ED473285].
[12] Spector, J., "Time demands in online instruction1," Distance Education,
vol. 26(1), pp. 5-28, May 2005.
[13] Mishra, P., Kochler, M., Hershey, K. & Peruski, L., "With a little help
from your students: A new model for faculty development and online
course design," in Proceedings of SITE 2002: Society for Information
Technology & Teacher Education International Conference,
Tennessee, 2002, pp. 688-692. [ERIC Document Reproduction
Service No. ED472233].
[14] Stanley, L., "Beyond access: Psychosocial barriers to computer literacy,"
The Information Society, vol. 19, pp. 407-416, 2003.
[15] Wilson, C., "Faculty attitudes about distance learning," Educause
Quarterly, vol. 24(2), pp. 70-71, 2001.
[16] Chizmar, J. & Williams, D., "What do faculty want?" Educause
Quarterly, vol. 24(1), pp. 18-24, Spr. 2001.
[17] Cellante, D., "How to effectively integrate technology into the
curriculum - Through faculty development," in Proceedings of SITE
2002: Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 623-626. (ERIC
Document Reproduction Service No. ED472233).
[18] Kagima, L. & Hausafus, C., "Faculty: The central element in
instructional technology integration," Journal of Family and Consumer
Sciences: From Research to Practice, vol. 93(4), pp. 33-36, 2001.
[19] Witte, M. & Wolf, S., "Infusing mentoring and technology within
graduate courses: Reflections in practice," Mentoring & Tutoring:
Partnership in Learning, vol. 11(1), pp. 95-104, Apr. 2003.
[20] Cotugna, N. & Vickery, C., "Reverse mentoring: A twist to teaching
technology," American Dietetic Association Journal of the American
Dietetic Association, vol. 98(10), pp. 1166-1169, Oct. 1998.
[21] Morris, M. & Ballard, S., "Instructional techniques and environmental
considerations in family life education programming for midlife and
older adults," Family Relations, vol. 52(2), pp. 167-174, Apr. 2003.
[22] "Help is just down the hall," NEA Today, vol. 16, p. 22, Sept. 1997.
[23] Chatel, R., "Empowering higher education faculty to use technology to
enhance teaching and learning: a peer mentoring program," in
Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp.
627-629. (ERIC Document Reproduction Service No. ED472233).
[24] Chernish, W., "Faculty development for moving from class rooms to
learning spaces," in Proceedings of SITE 2002: Society for Information
Technology & Teacher Education International Conference,
Tennessee, 2002, pp. 630-633. (ERIC Document Reproduction Service
No. ED472233).
[25] Cavanaugh, C., "Faculty development in educational technology," in
Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp.
621-622. (ERIC Document Reproduction Service No. ED472233)
[26] Knowles, M., The modern practice of adult education: Andragogy
versus pedagogy. Chicago: Association Press, 1970.
[27] Bump, M. & McGhie, L., "Making technology meaningful to faculty:
Two approaches over one semester, in Proceedings of SITE 2002:
Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 612-613. (ERIC
Document Reproduction Service No. ED472233).
[28] Savage, H., Karp, R. & Logue, R., "Faculty mentorship at colleges and
universities," College Teaching, vol. 52(1), pp. 21-25, Winter 2004.
[29] Zeind, C., Zdanowicz, M., MacDonald, K. & Parkhurst, C., "Developing
a sustainable faculty mentoring program," American Journal of
Pharmaceutical Education, vol. 69(1-5), pp. K1-14, 2005.
[30] Duffield, J & Moore, J., "Lessons learned from PT3," TechTrends, vol.
50(3), pp. 54-57, May/June 2006.
[31] Metze, L., Petty, P., Wininger, S. & Mosby, C., "Coacher and players
perspectives on faculty development in technology: It-s a whole new
ballgame," in Proceedings of SITE 2002: Society for Information
Technology & Teacher Education International Conference,
Tennessee, 2002, pp. 685-687. (ERIC Document Reproduction
Service No. ED472233).
[32] Knowles, M., Andragogy in action. Applying modern principles of adult
education. San Francisco: Jossey Bass, 1984.
[33] Peterson, D., "Coaching faculty for technology integration," in
Proceedings of SITE 2002: Society for Information Technology &
Teacher Education International Conference, Tennessee, 2002, pp. 703-
704. (ERIC Document Reproduction Service No. ED472233)
[34] Glendenning, E. & Battersby, D., "Educational gerontology and
education for older adults: A statement of first principles," Australian
Journal of Adult and Community Education, vol. 30, pp. 38-44, 1990.
[35] Hinson , J., Laprairie, K. & Cundiff, J., "One size does NOT fit ALL," T
H E Journal, vol. 32(11), pp. 26-30, Jun. 2005.
[36] Leh, A., "Lessons learned from service learning and reverse mentoring
in faculty development: A case study in technology training, Journal
of Technology and Teacher Education, vol. 13(1), pp. 25-42, 2005.
[37] Goodale, C., Carbonaro, M. & Snart, F., "Faculty of education staff
development - Support of tomorrow-s teachers," in Proceedings of
SITE 2002: Society for Information Technology & Teacher Education
International Conference, Tennessee, 2002, pp. 634-638. (ERIC
Document Reproduction Service No. ED472233).
@article{"International Journal of Business, Human and Social Sciences:49445", author = "Carol Shepherd and Madelon Alpert and Marilyn Koeller", title = "Increasing the Efficacy of Educators Teaching Online", abstract = "In order to provide and maintain effective pedagogy for the burgeoning virtual reality community, it is vital to have trained faculty in the institutions of higher education who will teach these courses and be able to make full use of their academic knowledge and expertise. As the number of online courses continues to grow, there is a need for these institutions to establish mentoring programs that will support the novice online instructor. The environment in which this takes place and the factors that ensure its success are critical to the adoption of the new instructional delivery format taught by both seasoned educators and adjunct instructors. Effective one-on-one mentoring promotes a professional, compassionate and collegial faculty who will provide a consistent and rigorous academic program for students online.
", keywords = "Mentoring seasoned faculty, staff development,
online pedagogy, online andragogy.", volume = "1", number = "11", pages = "556-7", }
