Faculty Perceptions Related to Teaching Online: A Starting Point for Designing Faculty Development Initiatives

Shelly WALTERS, Kenda S. GROVER, Ronna C. TURNER, Jackson C. ALEXANDER
2017 The Turkish Online Journal of Distance Education  
To design and deliver meaningful professional development programs for faculty who teach online, the unit responsible for these activities should have a clear idea of what content participants might find most beneficial to their practice, as well as what can improve instructor and student satisfaction. Using an online survey, this study explored the perceptions of 314 faculty members at a mid-southern university as they relate to the online environment and institutional factors, personal
more » ... rs, personal factors, and student engagement and active learning. Faculty reported high levels of satisfaction with the accessibility of their courses and the technical support they receive, but reported lower levels of satisfaction with the effectiveness of online communication tools. The results also revealed a significant difference in how faculty rated their satisfaction with student engagement and active learning based on their level of experience, indicating that alternative approaches to faculty development might be necessary for those new to online teaching and learning. Kenda S. GROVER is an assistant professor in the Adult and Lifelong Learning program at the University of Arkansas. She earned her Ed.D. in Adult Education in 2003. In addition to faculty responsibilities, she serves as the program coordinator for the master's program in ADLL. Dr. Grover's research interests include self-directed learning and community engagement (SDL), SDL as it relates to health and wellness, Communities of Practice (CoP), serious leisure and professional development for faculty. She has published over 15 articles and has made more than 40 presentations nationally / internationally. Dr. Grover is involved with several professional organizations including the American Association for Continuing and Adult Education and the Eastern Educational Research Association.
doi:10.17718/tojde.340365 fatcat:odjtqvc6crbsjfb5qurwbfr2wq