A Framework for Faculty-focused Professional Development for Online Delivery of Instruction

Conference: The Barcelona Conference on Education (BCE2022)
Title: A Framework for Faculty-focused Professional Development for Online Delivery of Instruction
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Live-Stream Presentation
Marius Boboc, Cleveland State University, United States


Given the impact the COVID-19 pandemic has had on learning at all levels across the world, an increasing body of research has been focusing on how to structure and support online education. In this light, learning from teacher, student, and instructional designer lessons over the past two years proves critical in optimizing the design of teaching and learning in virtual environments. For the purposes of this presentation, analyzing critically the facilitators and obstacles that higher education institutions have faced recently in offering courses and programs online should involve perspectives from all stakeholders. Therefore, this author is proposing a theoretical framework that relies on proven practices related to the design, implementation, and evaluation of instruction in virtual environments. While navigating the current realities of higher education in the U.S., the proposal extrapolates lessons learned to a global level. Under these circumstances, student engagement and sustainable progress, faculty professional development and support, instructional designer involvement, and Learning Management System administration (inclusive of Online Program Management components) create the pillars of the theoretical framework being proposed. Consequently, the presentation walks audience members through how each pillar was selected, how the entire set is expected to work in tandem, and how such envisioning work could serve institutional structures, policies, and practices that could enhance how higher education offers online courses and programs to an ever-widening range of students. The author expects that the feedback from audience members will inform further refinement of the theoretical framework, which will support future research on the topic.

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