Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Adjunct Faculty Perceptions Of Needs In Preparation To Teach Online
Download Adjunct Faculty Perceptions Of Needs In Preparation To Teach Online full books in PDF, epub, and Kindle. Read online Adjunct Faculty Perceptions Of Needs In Preparation To Teach Online ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Adjunct Faculty Perceptions of Needs in Preparation to Teach Online by : Margaret C. Blodgett
Download or read book Adjunct Faculty Perceptions of Needs in Preparation to Teach Online written by Margaret C. Blodgett and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Adjunct Faculty Voices by : Roy Fuller
Download or read book Adjunct Faculty Voices written by Roy Fuller and published by Taylor & Francis. This book was released on 2023-07-03 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Adjunct Faculty in Online Higher Education: Best Practices for Teaching Adult Learners by : Tarbutton, Tanya McGlashing
Download or read book Adjunct Faculty in Online Higher Education: Best Practices for Teaching Adult Learners written by Tarbutton, Tanya McGlashing and published by IGI Global. This book was released on 2024-01-22 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Adjunct Faculty Perceptions on Professional Development Offered and Needed by Institution Type and Career Cluster by : Mark A. Parish
Download or read book Adjunct Faculty Perceptions on Professional Development Offered and Needed by Institution Type and Career Cluster written by Mark A. Parish and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Online Nursing Education: A Collaborative Approach by : Melissa Robinson
Download or read book Online Nursing Education: A Collaborative Approach written by Melissa Robinson and published by Jones & Bartlett Learning. This book was released on 2020-11-09 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Examining Perceptions of Higher Education Faculty Who Teach Online by : Tracy Deanne McAllister
Download or read book Examining Perceptions of Higher Education Faculty Who Teach Online written by Tracy Deanne McAllister and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Studio Thinking 2 written by Lois Hetland and published by Teachers College Press. This book was released on 2013-04-15 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: EDUCATION / Arts in Education
Book Synopsis Faculty Perceptions of Readiness to Teach Online by : Randy Graff
Download or read book Faculty Perceptions of Readiness to Teach Online written by Randy Graff and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Faculty Perceptions of Their Training to Teach Online at a Florida State College by : Morgan Barnett
Download or read book Faculty Perceptions of Their Training to Teach Online at a Florida State College written by Morgan Barnett and published by . This book was released on 2014 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Faculty Perceptions of the Usefulness of and Participation in Professional Development for Online Teaching by : Athena M. Kennedy
Download or read book Faculty Perceptions of the Usefulness of and Participation in Professional Development for Online Teaching written by Athena M. Kennedy and published by . This book was released on 2015 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Labored written by Randall McClure and published by Parlor Press LLC. This book was released on 2016-11-01 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael Pemberton, offers both a retrospective and a prospective look at the 1989 Statement of Principles and Standards for the Postsecondary Teaching of Writing and its relation to the changing nature of work in composition. Stemming from an investigative project to strengthen the Statement with data culled from national reports on labor conditions, this collection draws on the expertise of scholars whose research agendas and lived experiences afford fresh insights and critical analyses on labor issues in composition and writing program administration.
Book Synopsis Teaching, Technology, and Time by : Susan Margaret Warner Thomason
Download or read book Teaching, Technology, and Time written by Susan Margaret Warner Thomason and published by . This book was released on 2009 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the practices, perceptions, and time expenditures of post-secondary instructors in American institutions as they prepared for, taught, and reflected on the tasks involved in teaching a one-semester course. The participants either taught in a traditional face-to-face setting or in an all-online context. This study compares and contrasts the experiences of the participants. Although research in the business field includes models for improving productivity, the world of education rarely looks at these subjects, especially in the context of what leads to a successful course. The few studies there have been on similar topics in education have generally failed to provide consensus on amount of time the delivery of an online course requires and on the factors that contribute to that time difference. A clear trend in higher education is the growing use of instructional technology tools that can help instructors meet the needs of students and facilitate the teaching process. However, these changes also bring about challenges for faculty, challenges that must be examined, understood, and addressed in order to ensure the best possible learning environment for everyone involved. This study was designed to examine faculty teaching practices and gain insight into the experiences of faculty teaching classroom-based courses and faculty teaching online or Web-based courses. A qualitative, case study approach was used to conduct an in-depth investigation that focused on the tools and methods that faculty members employ to help them optimize the time they devote to course activities. The study also revealed a set of good practices used by these faculty members. Data included semi-structured interviews, faculty profile questionnaires, and teaching journals. Findings revealed that faculty teaching online recorded an average of one hour per week more on their courses than did faculty teaching in the classroom. There was minimal difference in time commitment between online and classroom-based faculty participants when considering factors such as gender, type of higher education institution, and experience level. Overall, perceptions of faculty workload averaged three hours more than the actual time recorded during the journaling phase of the study, with all of the face-to-face instructors perceiving that they would work more hours than they actually logged on their journals. Only half of the online instructors perceived that they would work more hours than they actually logged. Significant issues brought to light for faculty in both delivery formats included (1) lack of adequate or sufficient preparation for teaching, (2) limited availability of faculty training, and (3) lack of sufficient time to teach. The study also revealed the variation of instructional strategies used for comparison, and a set of common good practices that apply to both online and face-to-face courses.
Book Synopsis A Study of Adjunct Faculty by : Donna Mae Bergmann
Download or read book A Study of Adjunct Faculty written by Donna Mae Bergmann and published by . This book was released on 2011 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adjunct faculty who teach part-time comprise about half the professoriate, making them essential to the operation of academic programs. On campuses which utilize adjunct faculty extensively, underestimating the support needs of adjunct faculty could translate into difficulty creating and maintaining a highly qualified adjunct workforce and diminished educational experiences for students. A review of the literature revealed there was very little data investigating the variables affecting the perceptions adjunct faculty had regarding support and services provided to them in relation to their performance as teachers. Therefore, the purpose of this quantitative descriptive research study was to investigate the services and support provided to, and utilized by adjunct faculty at Oregon Institute of Technology (OIT), and how they perceived that various types of support affected their teaching. In addition, this study investigated whether adjunct faculty perceptions of services and support provided by OIT differed on the basis of demographic variables such as age, gender, number of years employed as an adjunct, educational degrees, and department or discipline. The sample for this research included 106 adjunct faculty who taught at OIT's Klamath Falls and Portland campuses. An on-line survey was sent to each of these adjunct faculty. Descriptive statistics and Chi-Square analysis were used in this research study. Results indicated most of the respondents did not engage in support activities at OIT, although they reported feedback on their teaching and developing curriculum improved their teaching. There was no significant difference of perceptions of services and support on the basis of the demographic variables.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Staying Connected by : Frances Villagran-Glover
Download or read book Staying Connected written by Frances Villagran-Glover and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges face extraordinary challenges in the 21st century. Driven by the economic downturn, shrinking state funding, and limited facilities, these forces have created a significant impact on community college enrollments as well as instructional methods. Student retention and completion success rates have climbed to the top of the national education agenda. Community colleges play a vital role in meeting this national imperative of student success. Online instruction has become an integral component of many institutional strategic plans. Over the past five years community colleges have experienced the highest growth rates and account for more than half of all online enrollments in higher education. National student engagement survey data indicates a need for more connection and engagement between faculty and student. At the same time, many community college faculty are approaching retirement age and community colleges are turning more to adjuncts to fill instructional demands. Adjunct faculty play an integral role in meeting the challenges of this ever-changing flexible 24/7 teaching and learning environment. A major distinction between the online classroom and the traditional learning environment is the lack of face-to-face (f2f) contact between participants. To compensate for this lack of physical presence, interaction and connectedness take on additional importance in the online environment. Using Garrison's Community of Inquiry (COI) model as a framework to guide, interpret, and analyze the collected data, an online survey was distributed to adjunct faculty and students enrolled in a Spring 2012 online class. This mixed method study examined the perceptions of adjunct faculty, who teach online at a community college, in relation to connecting and interacting with students in an online environment. Student perceptions were also examined to compare and contrast the level of connectedness in an online class. The results of this study can be used to help enhance the design and facilitation of interaction and connections in online classes as well as identify enhancements needed in the professional development curriculum geared towards engaging adjunct faculty and their students.
Book Synopsis Building Online Communities in Higher Education Institutions: Creating Collaborative Experience by : Stevenson, Carolyn N.
Download or read book Building Online Communities in Higher Education Institutions: Creating Collaborative Experience written by Stevenson, Carolyn N. and published by IGI Global. This book was released on 2014-02-28 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: Members of todays online educational settings are often isolated which can prohibit the sharing of ideas and best practices among individuals working and learning as a collective group. Promoting collaboration across various disciplines and departments fosters professional development activities, as well as creates strong connections to the entire online community. Building Online Communities in Higher Education Institutions: Creating Collaborative Experience cultivates knowledge on topics pertaining to the improvement of communication and collaboration in online learning communities. Advancing the current scope of research in this field, this book is designed for use by faculty, students, researchers, practitioners, and college administrators interested in strengthening communication and collaboration in virtual settings.
Book Synopsis An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College by : Ashley Navarro
Download or read book An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College written by Ashley Navarro and published by . This book was released on 2019 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college. To improve Florida state college adjunct faculty participation in faculty development, it was necessary to examine their faculty development needs and the incentives and barriers that influence their participation in faculty development. This study extended the research on characteristics of adjunct faculty and their faculty development interests. This quantitative study addressed the gap in the literature related to the scheduling, format, and communication preferences of a Florida state college adjunct faculty, related to faculty development. A survey research design was used to explore faculty development preferences of adjunct faculty who had taught for a minimum of one semester. An online survey was used to collect the data via Qualtrics. Adjunct faculty who taught in fall 2018 from all academic areas, and all four campuses were included in the sample. The response rate for this survey was 20%. A frequency distribution was constructed for the demographic data. Multiple regression was used to analyze the relationship between adjunct faculty participation in faculty development and background characteristics. Measures of central tendency were used to calculate the mean and standard deviation to identify faculty development needs, preferred conditions for faculty development, incentives that may encourage participation, and barriers that may hinder participation in faculty development opportunities, as perceived by respondents. The results indicate that the adjunct faculty who responded to the survey need faculty development training related to the following topics: instructional technology, student engagement, and instructional strategies. They indicated weekday evenings was the preferred time for faculty development, one to two hours workshops was the most feasible format, and college-wide email was their preferred method of communication for faculty development. There was no consensus on the preferred location, online or campus. Professional growth and life-long learning were the two incentives identified, by the majority of the adjunct faculty, which significantly or moderately encourages their participation in faculty development. Most of the adjunct faculty identified time and full-time job as the barriers which significantly or moderately hinders their participation in faculty development.
