Learning to teach online: a study of faculty's lived experiences in transformative professional development

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dc.contributor Hardy, David E.
dc.contributor Ballard, Rebecca M.
dc.contributor Dantzler, John A.
dc.contributor Bray, Nathaniel J.
dc.contributor.advisor Major, Claire Howell
dc.contributor.author Cobb, Misty Haynes
dc.date.accessioned 2017-03-01T17:12:11Z
dc.date.available 2017-03-01T17:12:11Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001732
dc.identifier.other Cobb_alatus_0004D_12149
dc.identifier.uri https://ir.ua.edu/handle/123456789/2181
dc.description Electronic Thesis or Dissertation
dc.description.abstract Given a burgeoning focus on faculty professional development and faculty participation in technologically mediated instruction, it is increasingly important to understand how faculty members learn to teach online. It is critical to know the types of learning experiences that faculty deem as meaningful. The purpose of this study is to examine retrospectively the learning experiences of faculty who participated in formal professional development for online instruction and stated that they made an instructional change(s) based on their learning. In this study, I used the transformational learning theory (Mezirow, 1991, 1997, 2000a, 2000b, 2009a, 2009b) as a framework for interviewing the faculty participants and interpretive phenomenological analysis to examine the data. To understand more about the learning experiences that faculty have that transform their instructional practices, this study explores the learning experiences of higher education faculty who participated in professional development provided by Blackboard personnel at Blackboard/institution sponsored Blackboard Days and Never Stop Learning Tour events (details regarding the nature of these events are described in Chapter 3). Over 600 evaluations were collected from faculty who participated in 47 sessions at Blackboard sponsored Blackboard Days and Never Stop Learning Tour events. One of the six questions faculty participants were asked is "How likely are you to change your teaching practices based on this session?" Greater than 90% of the faculty's responses indicated that they are "very likely" or "somewhat likely" to change their teaching practices. I arrived at a purposive sample of six faculty who stated that they did change their instructional practices. Two of the faculty participants had informational learning experiences while four participants had transformational learning experiences. Although there were similarities, catalysts for learning varied for each participant. Prompts for faculty learning may occur during the professional development session(s); however, learning may occur during or after the event. The results of this study provide knowledge about what types of learning transforms faculty's instructional practices and are important for online learning administrators, various academic administrators, and others who help to prepare faculty for online teaching.
dc.format.extent 180 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Higher education administration
dc.subject.other Teacher education
dc.subject.other Higher education
dc.title Learning to teach online: a study of faculty's lived experiences in transformative professional development
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.

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