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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Online faculty development for creating E-learning materials.

Virginia Niebuhr1, Bruce Niebuhr, Julie Trumble

  • 1Department of Pediatrics, University of Texas Medical Branch, Texas, USA.

Education for Health (Abingdon, England)
|March 12, 2015
PubMed
Summary

The Any Day Any Place Teaching (ADAPT) program successfully trained faculty in creating e-learning materials online. This online faculty development approach proved effective, despite some challenges with time management and peer review.

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Area of Science:

  • Educational Technology
  • Faculty Development
  • Online Learning

Background:

  • Faculty developing e-learning materials face pedagogical, technical, and time challenges, often lacking prior online learning experience.
  • The Any Day Any Place Teaching (ADAPT) program aimed to provide an online environment for faculty to learn e-learning material production.

Purpose of the Study:

  • To evaluate the effectiveness of an online faculty development program (ADAPT) for creating e-learning materials.
  • To assess faculty experiences and outcomes in an online learning environment designed for skill acquisition.

Main Methods:

  • The ADAPT curriculum covered instructional design, copyright, peer review, and software tools for the online environment.
  • Participants engaged in asynchronous and synchronous online activities, including a learning management system and videoconferencing.
  • Quantitative (t-tests) and qualitative (thematic analysis) methods were used to analyze participant evaluations and project outcomes.

Main Results:

  • Twenty-seven interprofessional faculty participated, evaluating the instruction as accessible, engaging, and well-presented.
  • Participants reported increased confidence and copyright awareness but faced ongoing time management issues and discomfort with peer review.
  • A total of 22 new e-learning instructional materials were developed by participants.

Conclusions:

  • Online faculty development methods are effective for training faculty to create e-learning materials.
  • Recommendations are proposed to enhance the success of future online faculty development programs.