Browsing by Subject: Faculty
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What Online Students Want Compared to What Institutions Expect
Jeffrey L. Bailie
Online Journal of Distance Learning Administration Vol. 17, No. 2 ()
The purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a... More
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A University Engagement Model for Achieving Technology Adoption and Performance Improvement Impacts in Healthcare, Manufacturing, and Government
David R. McKinnis, Mary Anne Sloan, L David Snow & Suresh V. Garimella
Journal of Higher Education Outreach and Engagement Vol. 18, No. 1 (2014) pp. 187–213
The Purdue Technical Assistance Program (TAP) offers a model of university engagement and service that is achieving technology adoption and performance improvement impacts in healthcare,... More
pp. 187-213
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Being an Elbow: A Phenomenological Autoethnography of Faculty-Student Collaboration for Accommodations
Regina T. P. Aguirre & Chad Duncan
Journal of Teaching in Social Work Vol. 33, No. 4 (2013) pp. 531–551
Hybrid and online courses and advances in assistive technologies make accommodating students with disabilities ever-changing, requiring innovation. This reality, coupled with students'... More
pp. 531-551
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Blended Learning as Transformational Institutional Learning
Kim VanDerLinden
New Directions for Higher Education Vol. 165 (2014) pp. 75–85
This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter ... More
pp. 75-85
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Autonomy among Thieves: Template Course Design for Student and Faculty Success
Kathleen Huun & Lisa Hughes
Journal of Educators Online Vol. 11, No. 2 ()
Responding to a student-expressed need for consistency among courses within the online Baccalaureate Nursing Completion program at Midwestern University, an instructional designer and nursing... More
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Benefits of Engagement with Peers, Faculty, and Diversity for Online Learners
Carol A. Lundberg & Dennis Sheridan
College Teaching Vol. 63, No. 1 (2015) pp. 8–15
Using a sample of 812 students who were enrolled exclusively in online courses, this study investigated the extent to which engagement in various elements of the college experience contributed to... More
pp. 8-15
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A Successful Model of Collaborative Undergraduate Research: A Multi-Faculty, Multi-Project, Multi-Institution Team Approach
Julie A. Woodzicka, Thomas E. Ford, Abbie Caudill & Alyna Ohanmamooreni
Teaching of Psychology Vol. 42, No. 1 (January 2015) pp. 60–63
A collaborative research grant from the National Science Foundation allowed the first two authors to provide students at primarily undergraduate institutions with a multi-faculty, multi-institution... More
pp. 60-63
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Exploring factors that influence adoption of e-learning within higher education
Emma King & Russell Boyatt
British Journal of Educational Technology Vol. 46, No. 6 (Nov 01, 2015) pp. 1272–1280
E-learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e-learning is predominantly used as a ... More
pp. 1272-1280
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From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking
Abdulrahman M Al‐Zahrani
British Journal of Educational Technology Vol. 46, No. 6 (Nov 01, 2015) pp. 1133–1148
This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz... More
pp. 1133-1148
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Developing a Systematic Approach for Faculty Enrichment Using Detailed Assessments as a Basis
Linda Merillat & Monica Scheibmeir, Washburn University, United States
Global Learn 2015 (April 2015) pp. 306–312
Building and training highly-qualified and technically literate faculty is an issue facing many universities and colleges. To address the problems with implementing a faculty enrichment program, a ... More
pp. 306-312
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Factors that support and inhibit the use of Web 2.0 technology tools among faculty and students in higher education.
Reine Nyirenda, St. John's University, United States
Global Learn 2015 (April 2015) pp. 134–135
This study investigated how Web 2.0 technology is used in higher education. The sample consisted of faculty who self-identified as either a user or non-user of Web 2.0 technology, and students who... More
pp. 134-135
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Using the TPACK Framework to Increase Technology use in Higher Education Around the World
David Slykhuis, James Madison University, United States; Mark Hofer, College of William and Mary, United States; John Lee, North Carolina State University, United States; Jim Ptaszynski, Technology Enhanced Instruction, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1056–1061
Higher education faculty are experts in their fields, but often are not practiced in the fine art of teaching. Teaching practice in higher education is dominated by stand and deliver pedagogies... More
pp. 1056-1061
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Faculty Usage of the Active Leaning Classroom: Teacher Perceptions, Teaching Patterns, Barriers and Facilitators.
Becky Leshem, Orit Avidov Ungar, Adva Margaliot & Etty Grobgeld, Achva Academic College, Israel
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3310–3315
The study examines teachers' perceptions towards new pedagogy among 22 college professors, after one year experience in a new Active Learning Classroom (ALC) designed for teacher training. Data was... More
pp. 3310-3315
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Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology-enhanced Teaching
Kamini Jaipal-Jamani, Candace Figg, Diane Collier, Tiffany Gallagher, Kari-Lynn Winters & Katia Ciampa, Brock University, Canada
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3264–3271
This paper reports on an ongoing professional development initiative for developing faculty capacity about technology-enhanced teaching. The purpose of this study was to explore how participation... More
pp. 3264-3271
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Creating a Virtual Culture of Mentoring: Inspiring Teaching Innovation and Passion through Collaborative Communities
Barbara Green & Teresa Kelly, Kaplan University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1342–1343
Working in education requires dedication and passion; both skills and the ability to transform quickly are often challenged by the rapidly evolving landscape of education. While many studies... More
pp. 1342-1343
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Harnessing the Potential of the LMS for Faculty Development and Administrative Purposes
Isabel Breen, Michael Record & Jessica Fuda Daddio, Keiser University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1328–1333
Student achievement depends upon the utilization of available resources, both human and technological, by faculty committed to the conceptual foundations of teaching and learning. To that end,... More
pp. 1328-1333
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Just a Click Away: A Postdoctoral Residency Program's Quest for Technology Learner-Centered Support
Marissa Owens & Prashanti Bollu, Roseman University of Health Sciences, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3533–3534
Faculty within many postdoctoral medical residency programs are faced with the challenge of providing students with necessary knowledge and resources, customized to varied experience levels. To... More
pp. 3533-3534
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A faculty teaching refresher course? I know how to teach!
Leslie Loughmiller, St. Edward's University, United States; Nancy Mims, Jones International University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1367–1370
An instructor can be extremely knowledgeable in subject matter; however, if the course is not engaging, not relevant or too confusing, then learning may not occur, and the learners may disengage.... More
pp. 1367-1370
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Mentoring "I"djunct Faculty: To what extent are community college faculty members being mentored to integrate technology into their teaching?
H. Steve Leslie & Natalie Johnson, Arkansas State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1361–1366
Community colleges serve a wide cross-section of students who enter institutions of higher education. Nearly half (46%) of all undergraduates at institutions of higher education attend community... More
pp. 1361-1366
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Faculty Engagement Strategies: Sharing findings and discussing challenges
Jacob E. Larsen & Jim Twetten, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 962–967
This paper reports on some of the findings of an ongoing project to collect and disseminate data on the perceived effectiveness of various strategies to engage university faculty in the adoption of... More
pp. 962-967