Show simple item record

dc.contributor.authorSaddik, Wessam
dc.date.accessioned2022-05-17T15:52:59Z
dc.date.available2022-05-17T15:52:59Z
dc.identifier.urihttp://hdl.handle.net/10464/15759
dc.description.abstractThis study explored how the development needs of faculty members teaching online can inform professional development (PD) programs in higher education (HE), especially after a year and a half of transition to fully online courses due to the pandemic. The research was conducted in a midsize university in Ontario and utilized a multiple case study approach that examined the cases of four faculty members through an emergent process of in-depth interviews. The main criterion used to select participants was an experience with online teaching of at least 1 year. Data were collected from interview responses as well as from documents representing research studies the faculty members wrote about their teaching experience. Multiple cases were constructed using an inductive coding analysis process, and a cross-case analysis was conducted to identify themes common across the cases. Inductive coding was used to analyze the data. Findings revealed that faculty PD programs should be diversified when it comes to program format, duration, regularity, and topics. Programs differentiated in these ways are essential to accommodate diverse PD needs as well as the different stages of online faculty members’ development of expertise. One-time PD events may not offer the best opportunity to develop faculty members. Informal learning opportunities such as learning communities, research publishing, and mentoring are the most preferred and should be prioritized. HE institutions play an important role in enhancing PD programs either directly through improving program design or indirectly through modifying institutional policies and budgets.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectOnline faculty developmenten_US
dc.subjectfaculty development needsen_US
dc.subjectdevelopment programs for faculty in Higher Educationen_US
dc.subjectmultiple case studies of faculty developmenten_US
dc.subjectonline faculty as adult learnersen_US
dc.titleEnhancing Online Faculty Development Programs During COVID-19 and Beyond: A Multiple Case Study of Faculty Members Teaching Onlineen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2022-05-17T15:53:00Z


Files in this item

Thumbnail
Name:
Brock_Saddik_Wessam_2022 .pdf
Size:
3.964Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record