Online faculty development for creating E-learning materials.
Online faculty development for creating E-learning materials.
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DOI：
10.4103/1357-6283.152186
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发表时间：
2014-09-01
期刊：
影响因子：
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通讯作者：
Urbani, Mary Jo
中科院分区：
文献类型：
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作者：
Niebuhr, Virginia;Niebuhr, Bruce;Urbani, Mary Jo
背景：想要开发电子学习材料的教师面临着为在线环境转变教学的挑战，特别是因为许多人自己从未经历过在线学习。他们面临着学习新软件的技术挑战，以及无法同时在同一地点学习这些新技能的时间挑战。“随时随地教学”（ADAPT）教师发展计划的目标是创造一种在线体验，教师可以在这种体验中学习制作电子学习材料。方法：ADAPT课程包括教学设计、版权原则和同行评审单元，所有这些都是针对在线环境的，以及特定软件工具的单元。参与者体验了异步和同步方法，包括学习管理系统、基于pc的视频会议、在线讨论、桌面共享、在线工具箱和可选的面对面实验室。项目成果是开发的电子学习材料和参与者对经验的评价。使用单样本t检验分析五个教学单元（定量）的李克特量表反应与中性的距离。访谈数据（定性）分析采用数据可信度保证和专题分析技术。结果：参与者为27名跨专业教师。他们评价该课程的教学内容简单易懂、引人入胜、逻辑清晰。他们报告说，他们对新技能的信心增强了，对版权问题的意识也增强了，但仍然有时间管理方面的挑战，对同行评议感到不舒服。他们制作了22种新的教学材料。讨论：在线教师发展方法有助于教师学习创建电子学习材料。提出建议，以增加这样的教师发展计划的成功。
BACKGROUND: Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials.METHODS: The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques.RESULTS: Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials.DISCUSSION: Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.