Learning to Teach Online: Creating a Culture of Support for Faculty


Marek, K 2009

Jelis (50,4) p. 275-292

Abstract
As online course delivery becomes increasingly prevalent in higher education, it becomes more important to assist faculty in gaining new pedagogical skills. This article scans current literature regarding concerns and best practices in this area, and reports on a study of institutional support for training LIS faculty. The online survey of 16 quantitative and qualitative questions was distributed to all faculty from ALA accredited master's programs requesting feedback about what support was available and what support was especially needed and/or appreciated by the faculty members. The results of this survey suggest a model of institutional support that includes faculty course release, LIS program level training and support, and structured mentoring. Implementation of such a model will help institutions create a culture of support for online teaching. Reprinted by permission of the publisher.

RQ
What support structures exist in LIS programs and their institutions to help faculty develop new skills in online course design, delivery and content.
(based on perceptions from survey - reality may not be as perceived)

Notes
Assist faculty
Model institutional support
Culture of support
Discover and share best practices. Define best practice?
cf profitability - Noble
"elusive and confusing" - Lewis and Abdul-Hamid (2006)
Students as experts p 278
Tallent-Runnels, et al 2006 - evaluate online teaching
Rewards - could be time
Early adopters ill advised Harman
Transformation without due regard to faculty expertise
Based on survey of LIS schools
Illinois - time off, reduced load, training. San Jose - 2 week programme
Developed model based on literature review and survey - Institution -> LIS program -> External continuing education
Additional research testing this model beyond LIS, include service providers





RP: What is best practice in online learning and how can it be shared?