Education Commons^™

On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd

Journal on Empowering Teaching Excellence

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Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 1, Spring 2023

Journal on Empowering Teaching Excellence

The full-length Spring 2023 issue (Volume 7, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Spring 2023 issue presents research and guidance on topics related to student self-reflection, participatory learning, and returning to the in-person learning following the COVID-19 pandemic. The first article takes a critical approach to understanding pedagogy with adult learners by involving students in the creation of course syllabi as a way to challenge ideologies related the roles of instructor and students. The second article blends research and narrative to explore how the experiences of …

In Search Of Belonging Online: Achieving Equity Through Transformative Professional Development, Michelle Pacansky-Brock, Michael Smedshammer, Kimberly Vincent-Layton

Journal of Educational Research and Practice

Abstract

Online classes hold the potential to expand college access to Black, Latino/a/x, Indigenous, and other students of color who must be supported to diversify the STEM workforce. Research shows that fostering belonging is key to the academic success of students from minoritized groups. However, online classes often lack interpersonal interactions and are often left out of research about the positive impacts of belonging. This paper summarizes an equity-focused STEM grant project that produced an openly-shared online professional development program, the Humanizing Online STEM Academy. Through the Academy, STEM faculty are introduced to a model of humanized online teaching that …

Student Stories Of Online Learning, Carrie Lewis Miller, Michael Manderfeld

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Instructional designers at a Midwest university piloted a survey based on the Quality Matters general standards asking students about their online course experience prior to the COVID-19 pandemic. Students were asked to indicate whether they experienced a specific course design element and whether they considered that element to be important to their learning experience. Follow-up interviews with some participants were also held. Data from the survey indicated students perceive their online course experience to be good based on course design elements they encountered. Implications for providing additional faculty development programming based …

Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 2, Fall 2022

Journal on Empowering Teaching Excellence

The full-length Fall 2022 issue (Volume 6, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2022 issue presents research and guidance on topics related to reflective practice and learning. The first article examines the impact of the SOAP Notes tool on teaching, learning, and instructor reflection. The second article provides guidance for faculty on how to collect, explain, and showcase their efforts in a teaching portfolio. Article three shares the findings of a student survey to identify students' experience with the design elements found in the Quality …

Designing Effective Online Courses: Exploring The Relationships Amongst Online Teaching Self-Efficacy, Professional Development, Online Teaching Experience, And Reported Implementation Of Effective Higher Education Online Course Design Practices, Elizabeth Mcmahon

The Interactive Journal of Global Leadership and Learning

How best to prepare and support higher education faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This study explored how hours of professional development along with online teaching and learning experiences were related to online teaching self-efficacy and the extent to which participants reported implementation of effective online course design practices. Using a non-experimental quantitative correlational explanatory research study design, data were collected using a questionnaire. Participants included 104 online faculty from a large public higher education system located in the upper Midwest that includes both …

The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond

Journal on Empowering Teaching Excellence

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …

Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021

Journal on Empowering Teaching Excellence

The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellence

Achieving A Scaled Implementation Of Adaptive Learning Through Faculty Engagement: A Case Study, Constance Johnson, Emma Zone

Current Issues in Emerging eLearning

This paper presents a case study describing the implementation of adaptive learning at Colorado Technical University (CTU) with a focus on faculty adoption. A number of barriers to the adoption of technology will be discussed and more importantly, how CTU overcame these barriers. A description of the key elements of faculty support including training will be outlined as well as the information about the adoption of faculty using data to inform teaching strategies. The authors argue that if given the choice, faculty at CTU would prefer adaptive learning technology in their courses and welcome the use of technology and data …

Closing The Loop: Building Synergy For Learning Through A Professional Development Mooc About Flipped Teaching, Donna Harp Ziegenfuss

Current Issues in Emerging eLearning

This case study describes how a MOOC, funded through an NSF grant, was used to create and assess faculty professional development. The MOOC, designed and developed using a backward design process, guided participants through an online project-based learning experience that integrated learning about the flipped classroom and about how to flip a classroom as the participants designed flipped teaching materials. The course structure involved an introduction to flipped teaching and learning content, experimented with flipped ideas and concepts, and emphasized reflection and sharing of experiences with peers.

Although mentoring faculty in flipped pedagogical design was the primary MOOC goal, the …