Faculty Lived Experiences in the Design and Development of Online Courses with a College of Medicine
Author : Darci L. Lammers
Publisher :
ISBN 13 :
Total Pages : 127 pages
Book Rating : 4.:/5 (892 download)
Book Synopsis Faculty Lived Experiences in the Design and Development of Online Courses with a College of Medicine by : Darci L. Lammers
Download or read book Faculty Lived Experiences in the Design and Development of Online Courses with a College of Medicine written by Darci L. Lammers and published by . This book was released on 2014 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Health care education programs are being moved to the online environment in an effort to attract and retain students and are being made easier with all of the technological advances in healthcare. A unique situation occurs when faculty members also work as practitioners in a health care setting. The faculty role is a balancing act between their roles as online course designers and their professional responsibilities that come with their daily work requirements. Faculty within a college of medicine are also often responsible for maintaining their own expertise and credentials in their fields (e.g., nursing, physicians) while learning how to design courses for online delivery. Adding to the workload of these individuals is the short half-life of knowledge in health care disciplines, which has made it necessary for faculty to utilize multiple instructional strategies in clinical practice settings to facilitate learning environments. The rationale for this study was based on the need for research regarding faculty experiences in online course development within a college of medicine. The phenomenon of how college of medicine faculty develop and manage online courses while balancing their own continuing education, clinical practice, and the rapidly changing body of knowledge in health care needs to be clearly understood so that college leadership can provide faculty with appropriate faculty development programs. This phenomenological study explored, through the use of guided interviews, the lived experiences of faculty in a college of medicine. Faculty members chosen for the study are responsible for creating online courses while maintaining their positions as practitioners in their field. During the data analysis phase, five categories were created that provide a framework for presenting the research findings in comparison to the literature. These five categories are (a) faculty roles and practitioner responsibilities; (b) instructional design and course development; (c) teaching environment; (d) technology; and (e) economic concerns. Interpretations of the data provided valid information and recommendations for leadership in a college of medicine to ensure that faculty members are adequately prepared to design and teach courses in the online environment.