Faculty Transition: Helping Faculty Shift From Face-to-Face to Online Instruction

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-7 - Current Issues in Faculty Development

Abstract

Using data collected following several hybrid faculty development sessions preparing instructors to design, deliver, implement, and evaluate their own online/hybrid courses, the study sought to garner participant satisfaction and determine the impact of the faculty development on instructor changes in knowledge, general teaching beliefs and perceptions of online teaching/learning, intention to implement new knowledge, and confidence to create new online/hybrid courses in the future. In this mixed-methods study (N=24), participants did experience varying degrees of change in knowledge, intentions, and confidence, while belief changes were not quite yet realized. All were generally satisfied with the faculty development session. In particular, faculty appreciated 1:1 consultation with their instructional designer and opportunities to engage with colleagues.

Authors

• Michelle Fulks Read, Texas State University

• Gwendolyn Morel