Creating a Performance-Based Faculty Development Process for Online Teaching

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Chou, C.C. (2012). Creating a Performance-Based Faculty Development Process for Online Teaching. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2258-2263). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39921.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Author

C. Candace Chou, University of ST. Thomas, United States

Abstract

Faculty development in online teaching has often focused mainly on face-to-face or online training workshops. The Performance-Based Faculty Development Model provides a comprehensive faculty preparation model that goes beyond the traditional training model. The Performance-Based Faculty Development Model takes into consideration both formal and informal training, performance support, knowledge sharing, communities of practice, and formative evaluation. This paper examines issues related to the implementation of the Model and factors contributing to the successes or failures of the implementation. The findings indicated that all components of the Model are important. Nevertheless, performance support such as one-to-one coaching plays a key role in the design and delivery of online teaching.

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