Building Relationships: A Model for Faculty Online Professional Development Communities
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005
E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
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A major human factor trend in higher education is the use of part-time adjunct faculty to teach significant portions of a university's curriculum. In order to integrate these part-time instructors more fully into the university community, instill a greater sense of commitment, and maintain consistency and rigor of teaching and learning, institutions of higher learning need to create effective, integral and continuous opportunities for professional development. This paper describes a model designed to achieve these goals through building an online professional development community.
Hill, R. & Serdyukov, P. (2005). Building Relationships: A Model for Faculty Online Professional Development Communities. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 744-748). Chesapeake, VA: AACE. Retrieved December 8, 2013 from http://www.editlib.org/p/21267.
- Internet-Based Training of Academics: Barriers
- Practicing what you preach: A learner-centered Learning Management System (LMS) training and support program for faculty.
- Supporting the Adult E-Learner: Principles and Principals
- A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
- Evaluating Teaching Performance in Blackboard: Expanding the Traditional Evaluation-of-Teaching Model using Flashlight
- A Process Model for Faculty Development: Individualizing Technology Learning
- PT3: Attitudes and Concerns of Preservice Teachers
- “Back to the Future”: A Review of Current Trends, Best Practices and Future Applications in Distance Education
- Supporting Learners for E-Learning
- Leveraging the potential of design-based research to enhance preservice teachers’ online reflective practice: A case study
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