E-learning instructor views on professional development: an investigation of current practice

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dc.contributor Inman, Christopher Thomas
dc.contributor Mitchell, Roxanne M.
dc.contributor Rice, Margaret L.
dc.contributor Staffo, Marilyn J.
dc.contributor.advisor Benson, Angela D.
dc.contributor.author Henry, Stephanie N.
dc.date.accessioned 2017-03-01T17:22:38Z
dc.date.available 2017-03-01T17:22:38Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001857
dc.identifier.other Henry_alatus_0004D_12198
dc.identifier.uri https://ir.ua.edu/handle/123456789/2294
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to examine and explore the phenomenon of professional development specifically directed toward teaching and learning online. To facilitate this descriptive analysis, a web-based survey was constructed using six features of Garet, Porter, Desimone, Birman, and Yoon's (2001) model of effective professional development which include type, topic, duration, collective participation, active learning, and coherence. A link to the survey was sent via e-mail to 435 full-time, part-time, and adjunct instructors employed at three different community colleges within the state of Alabama. A 16% response rate (n = 73) fell within the norms of similar web-based surveys (Jin, 2011; Medway & Fulton, 2012). An analysis of variance (ANOVA) was used to determine if there was a relationship between faculty's perceived gain in knowledge and skill, related to teaching and learning online, and the six features of Garet et al.'s (2001) model of effective professional development. The results demonstrate that three of the six features (i.e., type, duration by number of days, and active learning) have a statistically significant impact (p < .05) on faculty's perceived gain in knowledge and skill. Therefore, it is recommended that college administrators and e-learning faculty implement and pursue professional development training workshops that incorporate active learning and span several days, weeks, or months. For further study, this researcher suggests that a meta-analysis of teacher education programs be conducted to identify the presence or absence of training for teaching and learning online.
dc.format.extent 146 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 Teacher education
dc.subject.other Web studies
dc.subject.other Education
dc.title E-learning instructor views on professional development: an investigation of current practice
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 Ph.D.


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