Asynchronous Learning and Faculty Development: Evolving College-Level Online Instruction and Empowered Learning

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Author(s): Cynthia J. Benton (State University of New York - Cortland, USA)
Copyright: 2013
Pages: 9
Source title: Learning Tools and Teaching Approaches through ICT Advancements
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-4666-2017-9.ch026

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

A phenomenological study of higher education faculty experiences with course content adaptation, methodological changes, and program assessment, this paper summarizes both psychological and work-effort considerations for creating online learning environments. Using journaling, student responses and interviews, the qualitative, two-year study yielded consistent conclusions regarding the need for supported and interactive development for faculty. Online classroom practices are investigated and a number of navigable and intractable problems are summarized. Implications for higher education practices in program design, faculty development and student learning are also described.

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