Document Type

Article

Publication Date

2021

DOI

10.51869/102/ar

Publication Title

The Journal of Applied Instructional Design

Volume

10

Issue

2

Pages

127-144

Abstract

Professional development (PD) for instructors at higher education institutions offering online courses is important for assuring the quality of online programs. However, PD opportunities for faculty members have often been piecemeal and inadequate. In light of the COVID-19 pandemic that forced instructors around the world to teach online, PD has become even more critical to the success of the instructors, students, and institutions themselves. This paper describes research conducted at a large university in the United States that used a survey developed to operationalize Baran and Correia’s (2014) holistic Professional Development Framework for Online Teaching (PDFOT). The survey identified strengths and weaknesses in PD support that could be targeted for growth and improvement. Key findings include a need to bolster support at each of the teaching, community, and organizational levels. Recommendations for addressing improvements are discussed.

Rights

This work is released under a Creative Commons Attribution 4.0 International (CC BY 4.0) License, which means that you are free to do with it as you please as long as you properly attribute it.

Original Publication Citation

Redstone, A., & Luo, T. (2021). Exploring faculty perceptions of professional development support for transitioning to emergency remote teaching. The Journal of Applied Instructional Design, 10(2), 127-144. https://doi.org/10.51869/102/ar

ORCID

0000-0002-8138-3722 (Luo)

Download

Share

COinS