Faculty Development to Design Effective Online Courses: Responding to Requirements

University of Deusto. e-mail: [email protected]; Web site: http://www.tuningjournal.org/

Y

27

Faculty Development; Online Courses; Instructional Effectiveness; Instructional Design; College Faculty; Technology Uses in Education; Educational Quality; Program Effectiveness; Teacher Attitudes; Private Colleges; Skill Development; Knowledge Level; Electronic Learning

10.18543/tjhe.2597

2340-8170
2386-3137

Since the pandemic, the importance of faculty development has been taken much more attention and has gone from being an 'expectation' to a 'requirement'. Therefore, universities have started to step toward faculty development, which is also necessary. A wide variety of professional learning activities has been used for faculty development purposes in universities, but the research examining its effectiveness is limited. Our goal is to investigate the experiences of faculty from diverse backgrounds regarding technology-based, high-quality professional development programs in terms of their effectiveness. The faculty working at a foundation university participated in high-quality professional development programmes implemented in this study. The data were collected through focus group interviews. Using a qualitative methodology, we have found that faculty improved their knowledge and skills in designing and teaching online courses, with some faculty even reporting active use of what they have learned in their class and finding it valuable and effective. Program features such as feedback, facilitation, and best examples are helpful for having faculty grow pedagogically. The faculty has demonstrated that they can participate in learning activities that are meaningful to them in their daily lives. For the professional development programmes designed for the faculty to be effective in future studies, it is recommended that the programmes should be designed in a meaningful way for the faculty.

As Provided

2024

EJ1428172