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Online education: needs assessment for faculty development.

Nagia S Ali1, Kay Hodson-Carlton, Marilyn Ryan

  • 1School of Nursing, Ball State University, College of Applied Sciences and Technology, Muncie, Indiana 47306, USA.

Journal of Continuing Education in Nursing
|February 18, 2005
PubMed
Summary
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Faculty teaching online perceive higher expertise than those who do not. Redesigning faculty roles is the top priority for online education faculty development. This research informs effective faculty training strategies.

Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Faculty Professional Development

Background:

  • The rise of technology-based education necessitates a shift in faculty roles from traditional instruction to facilitating online learning communities.
  • Effective faculty development is crucial to support educators during this transition in higher education.

Purpose of the Study:

  • To assess the perceived expertise levels of faculty in online teaching.
  • To identify priority areas for faculty development in online education.

Main Methods:

  • A survey was administered to faculty at a midwestern university's College of Applied Science and Technology.
  • Benner's novice-to-expert model guided the development of the survey questionnaire.

Main Results:

Related Experiment Videos

  • Faculty with online teaching experience reported expertise levels from advanced beginner to competent.
  • Faculty without online teaching experience were at novice and advanced beginner levels.
  • Reimagining faculty roles was identified as the highest priority for faculty development sessions.

Conclusions:

  • Faculty development programs should address the evolving roles of educators in online environments.
  • Targeted training can enhance faculty confidence and competence in online teaching, supporting the transition to digital learning.