Best Practices for Professional Development of Online Instructors

1
Best Practices for Professional Development of
Online Instructors

• David Stein, Jennifer Calvin,
• Hilda Glazer, Evan Straub, Christine Wagner, and
  Constance Wanstreet

2
Evidence
3
Evidence

• Research
• Practice
• Teacher Education

4
Question

• What are the best practices for professional
  development of online instructors?

5
Background

• Challenges in teaching and learning
• Increased Web delivery across domains
• K-12 education
• Higher and continuing education
• Corporate training
• Institutional support

6
Literature Review Process

• Research question What are the best practices
  for professional development of online
  instructors?
• Research-based articles in English
• 1998-2004

7
Primary Sources

• Education Abstracts
• ERIC
• EBSCOhost
• Academic Search Premier
• Business Source Premier
• Computer Source
• Middle Search Plus
• Primary Search
• Professional Development Collection

8
Initial Terms

• Faculty development
• Teacher development
• Teacher training
• Professional development
• Train the trainer
• Plus
• Web-based learning
• Online learning
• Educational technology
• Instructional technology
• Distance education
• Distance learning

9

• Linked with
• K-12
• Elementary
• Secondary
• Higher education
• Postsecondary
• Corporate training
• Business
• Resulting in
• 1,894 records

10
Questions to Guide Reading

• How are faculty/trainers prepared to teach in an
  online environment?
• How are the faculty recognized for their skills
  for teaching online?
• How are these skills supported?
• How are the skills reinforced?
• How are the skills evaluated?

11
Findings

• Most articles focus on question 1
• How are faculty/trainers prepared to teach
  online?
• Most reports are anecdotal
• The question changes in K-12 context
• How are pre-service teachers prepared to
  integrate technology, including the Internet?

12
Findings, contd.

• Proprietary approaches
• No models for benchmarking
• Platform-specific professional development
• Anecdotal reports of success

13
K-12 Findings

• Comparison study of technology training in
  teacher education (K-12)
• Alliance for training K-12 teachers equivalent to
  a 30 hr. graduate course
• Modeling use of technology in K-12 settings and
  college classrooms
• Undergraduate Teacher Development Center

14
Higher Education Findings

• Literature reviews on
• Best practices for teaching online
• Barriers to Internet instruction
• Policies and practices for faculty development

15
Institutional Support Findings

• Institutional benchmarks
• Incentives for innovative practices encourage
  development of distance learning courses
• Rewards for effective distance teaching
• Documented technology plan
• Electronic security measures in place
• Centralized infrastructure support

16
Analysis

• Focus of instructor professional development is
  on mechanics
• Courses described are heavily reliant on online
  discussions for learning
• Limited attention to learning differences
• Effective feedback mechanisms not addressed in
  this literature base

17
Conclusions

• Focus of literature is
• Atheoretical
• Platform specific
• Course specific
• Anecdotal

18
Implications

• Little guidance available for
• Professional development
• Program development
• Pedagogical difference
• Pedagogical theories to apply
• Impact on learning outcomes for online students
  in this literature base

19
Future Professional Development

• Incorporate theories of learning
• Move beyond course mechanics
• Recognize pedagogical differences of online
• Address professional development of corporate
  trainers

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Questions?

• David Stein stein.1_at_osu.edu
• Jennifer Calvin calvin15_at_siu.edu
• Hilda Glazer hglazer_at_ix.netcom.com
• Evan Straub straub.33_at_osu.edu
• Christine Wagner wagner.603_at_osu.edu
• Constance Wanstreet wanstreet.2_at_osu.edu

21
References

• Brush, T., Glazewski, K., Rutowski, K., Berg, K.,
  Stromfors, C., van-Nest, M.H., Stock, L.,
  Sutton, J. (2003). Integrating technology in a
  field-based teacher training program The PT3 _at_
  ASU project. Educational Technology Research and
  Development, 51(1), 57-72.
• Cadiero-Kaplan, K. (1999). Collaborative
  technology development A staff development
  model for integrating computers into school
  curriculum. Proceedings of the Society for
  Information Technology Teacher Education, USA,
  10, 2-7.
• Chiti, J. Karlen, J. (2001, May). Best
  practices and accreditation issues in distance
  education. Paper presented at the meeting of the
  American Association for Higher Education
  Teaching and Learning Roundtable.
• deBoer, W.F. Fisser, P.H. (2002). Best
  practices experiences Successful use of
  electronic learning environments. Proceedings of
  ED-MEDIA World Conference on Educational
  Multimedia, Hypermedia Telecommunications,
  Denver, CO, 14, 1-7 Department of Education
  (2005).
• Fitzpatrick, C., Nicholson, K, Mucciardi, M.,
  Musal, R. (2001). TITAN Transforming
  instruction through technology and networking.
  Proceedings of the Kappa Delta Pi Biennial
  Convocation, USA, 43, 2-20.

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References, contd.

• Guffy, J.S., Rampp, L.C., Bradley, M.J. (1998).
  Curriculum technology Integration through
  modeling. Unpublished manuscript.
• Husson, W.J. Waterman, E.K. (2002). Quality
  measures in distance learning. Higher Education
  in Europe, 27(3), 253-260.
• Johnson, J. DeSpain, B.C., (2001). Policies
  and practices in the utilization of interactive
  television and Web-based delivery models in
  public universities. Online Journal of Distance
  Learning Administration, 4(2), 1-12.
• Kaupins, G.E. (1997). Trainer opinions of
  popular corporate training methods. Journal of
  Education for Business,73, 5-8.
• Kaupins, G. E. (1998). Management professor
  opinions of twenty teaching methods.
  International Journal of Business Disciplines, 8,
  62-74.
• Kaupins, G. (2002). Trainer Opinions of Selected
  Computer-Based Training Methods. Journal of
  Education for Business, 77(6), 319-323.
• McCully, M.S. (2002, June). Promise and reality
  of practiced distributed education (DE) faculty
  perspective. InSITE, 1001-1007.
• McGrath, B. Baron, J. (1998). Starting a
  community-wide Internet turnkey training program
  for K-12 teachers. Proceedings of the Society
  for Information Technology Teacher Education,
  USA, 9, 1047-1050.

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References, contd.

• Moursand, D.G. (2002). Getting to the second
  order Moving beyond amplification uses of
  information and communications technology in
  education. Learning and Leading with Technology.
  30(1).
• National Education Association (2000). A survey
  of traditional and distance learning higher
  education members. Washington, DC Abacus
  Associates.
• Noe, R. A. (1999). Employee Training and
  Development. Boston McGraw-Hill.
• Norton, P. Sprague, D. (1998). Teachers
  teaching teachers The Belen Goals 2000
  professional development project. Proceedings of
  the Society for Information Technology Teacher
  Education, USA, 9, 211-214.
• Phipps, R. Merisotis, J. (2000). Quality on
  the line Benchmarks for success in
  Internet-based distance education. Washington,
  DC Institute for Higher Education Policy. (ERIC
  Document Reproduction Service No. ED44407)
• Piotrowski, C. Vodanovich, S.J. (2000). Are
  the reported barriers to Internet-based
  instruction warranteed? A synthesis of recent
  research. Education, 121(1), 48-53.

24
References, contd.

• Preparing Tomorrows Teachers to Use Technology
  Organization (2005). Home Page Goals. Retrieved
  March 14, 2005, from http//www.pt3.org
• Thornburg, D.D. (1999). Technology in K-12
  education Envisioning a new future. White paper
  commissioned for the Forum on Technology in
  Education Envisioning the Future. Washington
  D.C.
• Wright, P.W. (2000, February). A best practice
  approach to the use of information technology in
  education. Proceedings of the Society for
  Information Technology Teacher Education
  International Conference, San Diego, CA, 1-3,
  2143-2150.