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The problem addressed in this study is the lack of information regarding professional development of part-time/adjunct faculty in preparation for online teaching from the perspective of such faculty.
As the debate regarding the increasing use of adjunct faculty in higher education continues to swirl, the voices of adjunct faculty themselves are rarely heard. Stories abound regarding the poor working conditions in which most adjunct faculty labor, yet many of those that employ adjunct faculty are unaware of how the conditions impact an adjunct's ability to teach effectively. Adjunct Faculty Voices gives a voice to this growing population. It shares the experiences and clear benefits adjuncts gain from having access to professional development opportunities. In spite of a shortage of resources, there are institutions offering development programs that target the pressing needs of this population.The first part of the book features the voices of adjunct faculty who tell their stories of finding professional development and creating or connecting with communities of colleagues for mutual support. These adjunct voices represent a range of disciplinary perspectives, career stages, and institutional types. In the second section, the authors draw upon a benchmarking study of adjunct faculty developing programs, examine specific challenges and highlight successful practices. Institutions can support adjunct faculty through teaching academies and faculty learning communities; mentor programs; conference support; and adjunct faculty liaison positions.Topics discussed include:• Best professional development practices that support and benefit adjunct faculty• Faculty social isolation and community-building opportunities• An overview of changes affecting the academic workforce• An outline of issues and working conditions• Current demographics and types of adjunct faculty• Survey results from adjunct faculty developers• Adjunct faculty narratives featuring their professional development and community experiencesTeaching and Learning centers across the country are responding to the growing adjunct cohort in innovative and efficient ways. Administrators, deans, department chairs, and adjunct faculty will all benefit by hearing the voices of adjuncts as they express the challenges faced by adjunct faculty and the types of professional development opportunities which are most beneficial.
Adjunct Faculty in Online Higher Education: Best Practices for Teaching Adult Learners is an essential handbook that delves into the pivotal role of adjunct faculty instructors in the booming realm of online higher education, with a specific focus on adult learners. As the demand for online education continues to soar, administrators, program directors, and adjunct faculty instructors alike are presented with unique challenges and opportunities. This comprehensive guidebook provides a wealth of knowledge and best practices for adjunct faculty instructors seeking to excel in online teaching roles. With a keen understanding of the competitive nature of the field, this book equips instructors with valuable insights that will set them apart in the ever-expanding landscape of higher education. University administrators and program directors will also find immense value in the book's content, which explores strategies for providing professional development to adjunct faculty and designing effective evaluations to support continuous improvement. Recognizing the paramount importance of the student experience, the book emphasizes the crucial role played by adjunct faculty in representing their respective institutions. Covering a wide range of topics, from the historical context of adult learners to the challenges associated with being an adjunct instructor, this handbook serves as a comprehensive guide for both aspiring and experienced adjunct faculty members. It offers practical advice on curriculum design, personnel development, and evaluation methods, empowering administrators and directors alike to make informed decisions in hiring and supporting adjunct faculty instructors.
This study examined the perceptions of adjunct faculty in higher education to gather their opinion on professional development that was offered and the professional development they feel is needed and whether institution type or career cluster was significant in determining their perception. This causal-comparative, quantitative research study utilized an online survey and included 220 adjuncts from within the United States. The study utilized one-way ANOVA to determine if there were statistically significant differences in means between the institution types and career clusters of adjunct faculty related to professional development offered and needed. It was found that there were statistically significant differences in the professional development offered and needed for both the institution types and career clusters. The resulting analysis provides recommendations for academic leaders to the significance of the institution type and the adjunct’s career cluster in fulfilling the needs of adjuncts when planning professional development.
The increase of online nursing education programs has furthered the need for nursing faculty to have specific preparation for online teaching. Drawing from the authors’ extensive experience teaching online nursing education programs, Online Nursing Education: A Collaborative Approach is unlike any other text. It was written and designed for faculty teaching online post-licensure students in a nursing education degree program, post-master’s certificate program, advanced practice program, or other advanced education-related degree program. This unique text takes a theoretical approach and includes practical examples as well as sample curriculum, course design, and policies. Topics covered include strategies for teaching online, learning through writing in an online classroom, experiential learning in online programs, generational differences in online learning, and more practical discussions backed by evaluation studies and qualitative research.
With the advent of computer-aided technologies and the Internet, students can access courses offered across a broad spectrum of fields and for a variety of degree levels. Institutions of higher learning have recognized the need to keep pace with competing institutions by offering courses online. As colleges and universities continue to meet the demands of students seeking enrollment in online courses, the need for recruiting, hiring, and developing faculty who are trained to teach within an online format continues to increase as well. Quality instruction cannot exist without systems of support to advance and improve faculty (Khan & Chishti, 2012). The need to employ teachers who teach effectively in an online environment continues to influence the decisions of chief academic officers and other stakeholders. The purpose of this study was to explore various aspects of online instruction by examining the perceptions of higher education instructors who teach online. The research addressed three questions: What are faculty perceptions of online instruction? In what ways does participation in a faculty development intervention influence faculty members & rsquo; decisions to alter their online instruction? What do participants in a faculty development intervention identify as challenges to implementing new strategies to their online instruction? Data were gathered through survey research which collected quantitative data. The results of this research indicate faculty members who taught online felt competent in their instructional skills and would consider implementing new strategies in their instructional practices. However, the participants regarded a lack of student participation and motivation as a challenge to implementing new strategies learned in the instructional intervention. The research questioned the influence of a prescribed faculty development on instructors & rsquo; decisions to implement new strategies into their instructional decisions. The research has implications for stakeholders in higher education as the proliferation of online programs continues. The results of the research indicate when faculty participate in prescribed faculty development designed to meet their specific instructional needs, faculty are more apt to positively receive the instruction and favorably view the implementation of new strategies into their instructional practices.
EDUCATION / Arts in Education
ABSTRACT: The purpose of this study was to identify factors supporting and impeding faculty teaching online. Ten faculty were interviewed to discover supporting factors, motivations, and attitudes that contributed to their success in teaching online as well as the factors that contributed to resistance and de-motivation that detracted from their success. Through a narrative analysis of the data, the qualities of self-reliance, personal interest, experience, reflection, peer support, and technical support comprised the supporting factors that sustain faculty readiness to teach online. Presence, respect for students, technology, sharing with peers, pride, subject interest, and time and patience are attitudes and beliefs of faculty who are ready to teach online. Working with peers, student needs, flexibility, success and money are the motivations of faculty who are ready to teach online. Faculty resistance was evidenced by the administration, change, difficulty of the course management system and interactions with students. De-motivating factors were administration, class size and time. Factors that impeded their readiness to teach online were student evaluations, technical support, administrative support, work, time and faculty development.
Institutions of higher education are using distance education to meet the high demand of those seeking a college education. This is especially true for state/community colleges. There are many factors which influence the quality of distance courses, including, but not limited to, technology, pedagogy, and course structure. One of the main assumed factors is the level of training faculty receive prior to teaching online. This research describes a case study of a Florida state college and seeks to explore the faculty perceptions of the training they received in order to prepare for teaching online. This particular training program focuses on the learning platform. An in depth literature review is provided in order to examine the history of online education, the importance of student engagement, as well as a description of best practices for online course development. Results are organized around Moore's Theory of Transactional Distance and show the importance of faculty motivation to teach at a distance. A few emerging themes of online teaching influences appeared, including the importance of collaboration, comfort with technology, prior experience with distance education, enjoyment of teaching online, and fear of cheating.
Online education is growing and quality instruction is in demand. Faculty professional development for online teaching is important in improving the quality of online teaching and learning. The purpose of this study was to explore faculty perceptions of the usefulness of, and participation in, formal and informal types of professional development for online teaching, and relationships with faculty satisfaction with online teaching. Additionally, this study examined gender differences on perceptions of usefulness of, and participation in, faculty professional development centered on effective online pedagogy. Other characteristics examined for relationships with online teaching satisfaction included years of online teaching experience and faculty status, and variables that were the best predictors of faculty beliefs that professional development increases online teaching satisfaction. The findings indicated faculty who participated in formal professional development believed it increases satisfaction with online teaching. Also, females found informal and formal professional development more useful than did males, and they participated more in informal development than males. There were positive relationships between years of online teaching experience, overall online teaching satisfaction, satisfaction with instructor-student interaction, and satisfaction with student-student interaction. Predictors of faculty beliefs that professional development increases satisfaction with online teaching included (1) willingness to participate in formal professional development, (2) satisfaction with institutional support for online teaching, and (3) perceptions of the usefulness of formal professional development.