Browsing by Subject: Faculty
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A study of Information and Communication Technology integration by faculty teaching in a ubiquitous laptop Bachelor of Education program
Gerald Joseph Albert Laronde, University of Toronto , Canada
(2010) pp. 1–269
The fast pace of technological change within education has made it challenging for Faculty of Education professors to keep current with the integration of Information and Communication Technology (... More
pp. 1-269
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Engaging Faculty in Course Design: Strategies for Developing Online Courses
Leslie Cordie, Auburn University, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) p. 873
Training and preparing your faculty to teach online requires a new toolkit of teaching/learning strategies. The most common type of training is on the course management software (CMS) , which... More
p. 873
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Faculty and Student Perceptions of Providing Instructor Lecture Notes to Students: Match or Mismatch?
R Eric Landrum
Journal of Instructional Psychology Vol. 37, No. 3 (2010) pp. 216–221
Students and faculty were surveyed about their perceptions of faculty members providing a replica of instructor lecture notes to students, and the subsequent impact that practice might have on... More
pp. 216-221
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Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates
Tena B. Crews & Dylan F. Curtis
Assessment & Evaluation in Higher Education Vol. 36, No. 7 (2011) pp. 865–878
This article provides an overview of issues involved with traditional paper versus online course evaluations. Data were gathered from university faculty, who transitioned from traditional paper to ... More
pp. 865-878
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Essential Tasks and Skills for Online Community College Faculty
Vernon C. Smith
New Directions for Community Colleges Vol. 150 (2010) pp. 43–55
Describing an online faculty member or community college faculty member may soon be synonymous. The role of the online faculty and the knowledge and skills associated with the growth of online... More
pp. 43-55
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What Faculty Think: A Survey on Electronic Resources
Millie Jackson
Journal of Electronic Resources Librarianship Vol. 20, No. 2 (2008) pp. 110–116
In the fall of 2007, ebrary surveyed 906 faculty from around the world, asking them how they used electronic resources. This article, focusing on the responses of faculty to a few survey questions,... More
pp. 110-116
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One-to-One Computing in Teacher Education: Faculty Concerns and Implications for Teacher Educators
Loretta Donovan & Tim Green
Journal of Digital Learning in Teacher Education Vol. 26, No. 4 (2010) pp. 140–148
This study examines initial faculty concerns during implementation of a one-to-one laptop teacher education pilot program. The Concerns-Based Adoption Model of Change provides the theoretical... More
pp. 140-148
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Bridging the Divide: Reconciling Administrator and Faculty Concerns regarding Online Education
Leah E. Wickersham & Julie A. McElhany
Quarterly Review of Distance Education Vol. 11, No. 1 (2010) pp. 1–12
Online education opportunities continue to expand across the United States, as is evidenced at a regional institution in northeast Texas. Research literature supports that both administrators and... More
pp. 1-12
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Faculty Development for the 21st Century
Veronica Diaz, P B. Garrett, Edward R. Kinley, John F. Moore, Celeste M. Schwartz & Pat Kohrman
EDUCAUSE Review Vol. 44, No. 3 (2009) pp. 46–55
In the 21st century, colleges and universities need to consider faculty development programs in the same way that they view academic programs for their Net Gen and Millennial students. In other... More
pp. 46-55
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A Causal Model of Factors Influencing Faculty Use of Technology
Katrina A. Meyer & Yonghong Jade Xu
Journal of Asynchronous Learning Networks Vol. 13, No. 2 (August 2009) pp. 57–70
Based on earlier studies using the 1999 and 2004 National Study of Postsecondary Faculty (NSOPF) data [1, 2], a causal model explaining faculty technology use was constructed. Path analysis was... More
pp. 57-70
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Using a Framework to Engage Faculty in Instructional Technologies
Nancy Chism
Educause Quarterly Vol. 27, No. 2 (2004) pp. 39–45
Year after year and on survey after survey, the need for faculty development is consistently identified as a primary factor influencing the adoption of new instructional technologies in higher... More
pp. 39-45
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Faculty and Administrators Collaborating for E-Learning Courseware
Brian C. Donohue & Linda Howe-Steiger
Educause Quarterly Vol. 28, No. 1 (2005) pp. 20–32
To soothe faculty distrust and encourage engagement, or reengagement, in exploring applications of digital technology for teaching, the authors believe it is necessary to do three things: (1)... More
pp. 20-32
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Developing Contextualized Faculty Training: Faculty Development to Support University-Wide Digital Portfolio Initiatives
Jody S. Britten & Penny Craig
College Quarterly Vol. 9, No. 2 (2006)
The necessity of faculty members to hold specific skills and abilities with regard to technology has reached our institutions of higher education. Locally, a digital portfolio initiative recently... More
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Faculty Development Programming: If We Build It, Will They Come?
Ann Taylor & Carol McQuiggan
Educause Quarterly Vol. 31, No. 3 (2008) pp. 28–37
The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time. It has been well documented... More
pp. 28-37
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Pleasure and Danger in Online Teaching and Learning
Julie K. Chisholm
Academe Vol. 92, No. 6 (2006) pp. 39–42
These days, most newly hired faculty are appointed on a part-or full-time nontenure- track basis. The AAUP has reported that between 1975 and 2003, full-time tenure-track positions increased by... More
pp. 39-42
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Faculty Perception of the Costs and Benefits of Instructional Technology: Implications for Faculty Work
J Elizabeth Gibbs, Claire H. Major & Vivian H. Wright
Journal of Faculty Development Vol. 19, No. 2 (2004) pp. 77–88
In this research study conducted at one research university in the southeast, faculty members identified as early adopters of instructional technology were surveyed in order to examine their... More
pp. 77-88
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Comparing Faculty Perceptions of an Online Development Course: Addressing Faculty Needs for Online Teaching
Joseph M. Terantino & Edoh Agbehonou
Online Journal of Distance Learning Administration Vol. 15, No. 2 (2012)
Since the advent of hybrid and online instructional delivery for college and university courses, a principal issue has been training faculty to design and deliver these courses. The present study... More
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IS Faculty Research Productivity: Influential Factors and Implications
Qing Hu & T Grandon Gill
Information Resources Management Journal Vol. 13, No. 2 (2000) pp. 15–25
Discusses the academic research productivity of faculty members and constructs hypotheses based on the life-cycle model of academic research and previous studies. Reports results of a national... More
pp. 15-25
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The Instructional, Technical, and Psychological Perspectives of Faculty Building Online Courses in Cohort Settings
Teresa Franklin
Turkish Online Journal of Educational Technology Vol. 1, No. 1 (2002)
Discusses changing traditional higher education courses to a Web-based environment, focusing on faculty workload, and describes the development of online courses at Ohio University by a cohort of... More
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The Tail of the Comet: Helping Faculty Focus on Their Pathway of Discovery in Learning and Using Technology
Kathleen P. King
Journal of Faculty Development Vol. 18, No. 4 (2001) pp. 123–129
Describes the case study of a course that used a hybrid (face-to-face and online) technological format to illustrate a new model of reflective practice in professional development. Argues that... More
pp. 123-129