Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices
An Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conce...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2012-03-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/259 |
| _version_ | 1827359530099408896 |
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| author | Kristin Koepke Alexander O’Brien |
| author_facet | Kristin Koepke Alexander O’Brien |
| author_sort | Kristin Koepke |
| collection | DOAJ |
| description | An Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both pre and post OIT. In Phase II, trainees provided data about how OIT influenced the implementation of new pedagogical strategies in their online courses, as well as in their face-to-face courses. In Phase III, trainees provided additional in-depth qualitative data about the pedagogical themes that surfaced in their courses as a result of the OIT. Results indicate that OIT significantly changed trainees’ beliefs about some common conceptions (myths) of online education, and that OIT led to a significant increase in the implementation of 21 of 21 pedagogical strategies in online courses, and 5 of 21 pedagogical strategies in face-to-face courses. |
| first_indexed | 2024-03-08T06:30:28Z |
| format | Article |
| id | doaj.art-902ccef80ddd485ea5c02789490c293c |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:30:28Z |
| publishDate | 2012-03-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-902ccef80ddd485ea5c02789490c293c2024-02-03T11:47:45ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302012-03-0116210.24059/olj.v16i2.259Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical PracticesKristin Koepke0Alexander O’Brien1University of Wisconsin-La CrosseUniversity of Wisconsin-La CrosseAn Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both pre and post OIT. In Phase II, trainees provided data about how OIT influenced the implementation of new pedagogical strategies in their online courses, as well as in their face-to-face courses. In Phase III, trainees provided additional in-depth qualitative data about the pedagogical themes that surfaced in their courses as a result of the OIT. Results indicate that OIT significantly changed trainees’ beliefs about some common conceptions (myths) of online education, and that OIT led to a significant increase in the implementation of 21 of 21 pedagogical strategies in online courses, and 5 of 21 pedagogical strategies in face-to-face courses.https://olj.onlinelearningconsortium.org/index.php/olj/article/view/259faculty developmentpedagogyonline instructor trainingevidence-based researchbest practices in online teaching |
| spellingShingle | Kristin Koepke Alexander O’Brien Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices Online Learning faculty development pedagogy online instructor training evidence-based research best practices in online teaching |
| title | Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices |
| title_full | Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices |
| title_fullStr | Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices |
| title_full_unstemmed | Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices |
| title_short | Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices |
| title_sort | advancing pedagogy evidence for the role of online instructor training in improved pedagogical practices |
| topic | faculty development pedagogy online instructor training evidence-based research best practices in online teaching |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/259 |
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