Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Terri Johnson ◽  
Mary Ann Wisniewski ◽  
Greg Kuhlemeyer ◽  
Gerald Isaacs ◽  
Jamie Krzykowski
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Faculty Development ◽  
Transfer Of Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Environment ◽  
Development Programs ◽  
Principles Of Andragogy ◽  
Technology Anxiety

The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. “Bootcamps,” faculty development programs held at Carroll University in Waukesha, WI, were specifically and intentionally designed to be consistent with the principles of andragogy and transfer of learning to assist faculty in technology adoption for teaching and learning in an online environment. The faculty development “Bootcamps” can be easily adapted for implementation at other higher education institutions.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Faculty Development in Digital Spaces

2019 ◽  
pp. 36-55
Author(s):  
Russell G. Carpenter
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Concept Design ◽  
Development Programs ◽  
Academic Institutions ◽  
Challenging Tasks ◽  
Digital Methods ◽  
Quality Faculty ◽  
Education Academic

The 21st-century faculty member is faced with numerous challenging tasks. Teaching must be current and highly engaging. To ensure the highest quality faculty development focused on digital teaching and learning, higher education academic institutions need to identify innovative new ways to address these challenges, often through digital methods and deliveries. Too often, however, faculty are pressured with diminished time and resources. That is, teaching, scholarship, and service dominate faculty members' schedules and time for faculty development is limited. To confront this serious issue, higher education academic institutions should develop applicable and digitally enabled faculty development programs designed in online, modular environments. This chapter provides an overview and analysis of the concept, design, and implementation of the DEEP (Developing Excellence in Eastern's Professors) online, modular faculty development system as a model for digital teaching and learning.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses

2021 ◽  
pp. 60-83
Author(s):  
Nikleia Eteokleous ◽  
Rita Panaoura
Keyword(s):  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Learning ◽  
Online Environment ◽  
Learning Tools ◽  
Education Faculty ◽  
Faculty Experiences ◽  
Online Teaching And Learning

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education

2020 ◽  
pp. 143-160
Author(s):  
Erik Brogt ◽  
Kerry Shephard ◽  
Bernadette Knewstubb ◽  
Tracy Leigh Rogers
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Pedagogical Content Knowledge ◽  
Teaching And Learning ◽  
Research Approach ◽  
Pedagogical Content ◽  
Approach To Teaching ◽  
Faculty Developer ◽  
Different Levels

This chapter discusses how Scholarship of Teaching and Learning (SoTL) can be used to foster a research approach to teaching and learning and how faculty development that supports colleagues to engage in SoTL can support the development of scholarly faculty. Both the process and the product of SoTL are discussed, conceptualised as different levels of SoTL engagement. The role of the faculty developer in such scholarship is discussed, drawing on Pedagogical Content Knowledge as a framework for engagement in SoTL projects. Last, implications for the work of a faculty developer are drawn and future avenues of research in faculty development proposed.

scholarly journals COVID 19 - A Metamorphosis In Indian Higher Education Institutions With Technology Infused Learning

2021 ◽  
Vol 58 (1) ◽  
pp. 3208-3217
Author(s):  
Veena Shenoy Et al.
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Inductive Reasoning ◽  
Competitive Environment ◽  
Technology In The Classroom ◽  
Virtual Classrooms ◽  
Positive Side ◽  
Indian Higher Education

Change is crucial for institutions in a growing and highly competitive environment. COVID 19 pandemic made a revolution in Indian higher education institutions by adapting to technology in the classroom. The purpose of this paper is to understand the technology adoption, teaching, and learning process towards virtual classrooms during Lockdown due to COVID 19, India. Inductive reasoning used in this study and qualitative research methods is used to collect the data from faculties and students associated with the Higher education institutions in Bangalore, India. The finding of the study suggests that during the lockdown period, faculty have undergone the process of technology adoption, whereas students are involved with various online modes of learning. This study is confined to the positive side of COVID 19 and Change in the education sector by adapting to technology and engaging students with various virtual sessions. The current study is limited to the sample frame of 50 from faculty and 48 from students from the Higher education institutions at Bangalore, India, hence finding of this study cannot be generalized for entire India. The emotions and perceptions of faculty and students towards the usage of technology may differ based on the location. There was lots of resistance in teaching fraternity towards adapting to technology. We intended to understand the emotions of students and faculty and crisis based change and not on creating hype for technology adaption or virtual classrooms. Moreover, the focus has to be given on a hybrid system of education. That helps in sustainability and education ambidexterity.

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