Abstract
As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal of identifying best practices in the design of programs for learning to teach online.
These include understanding the importance of just-in-time learning, develo** the ability to meet diverse needs, defining workshop expectations and workload requirements, increased integration of technology and pedagogy training, and the importance of modeling.
References
Caffarella, R. S. & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23(4), 241–254.
Cennamo, K. & Kalk, D. (2005). Real world instructional design. Toronto, Canada: Wadsworth Publishing Company.
Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.) Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189–211). Oxford, UK: Elsevier.
Feist, L. (2003). Removing barriers to professional development. Technology Horizons in Education (T.H.E.) Journal 30(11). Available online at: http://thejournal.com/Articles/2003/06/01/Removing-Barriers-to-Professional-Development.aspx
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in a community of inquiry. Internet and Higher Education, 2(2), 87–105.
Higdon, J. & Topaz, C. (2009). Blogs and wikis as instructional tools: A social software adaptation of just-in-time teaching. College Teaching 57(2), 105–109.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353.
Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Mainemelis, C., Boyatzis, R. E., & Kolb, D. A. (2002). Learning styles and adaptive flexibility: Testing experiential learning theory. Management Learning, 33(1), 5–34.
Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36.
Novak, G. M., Patterson, E. T., Garvin, A. D., & Christianson, W. (1999). Just-in-time teaching: Blending active learning with Web technology. Upper Saddle River, NJ: Prentice-Hall.
Rock, M., Gregg, M., Ellis, E., & Gable, R. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31–47.
Sherer, P. D., Shea, T. P., & Kristensen, E. (2003). Online communities of practice: A catalyst for faculty development. Innovative Higher Education 27(3), 183–194.
Smolen, D. (1996). Constraints that nursing program administrators encounter in promoting faculty change and development. Journal of Professional Nursing 12(2), 91–98.
Tomlinson, C. A. (1999). Map** a route toward a differentiated instruction. Educational Leadership, 57(1), 12–16.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Webb, N. M. (1982). Student interaction and learning in small groups. Review of Educational Research, 52(3), 421–445.
Author information
Consortia
Rights and permissions
About this article
Cite this article
By Debra Lee, Trena M. Paulus, Iryna Loboda, Gina Phipps, Tami H. Wyatt, Carole R. Myers, Sandra J. Mixer. A Faculty Development Program for Nurse Educators Learning to Teach Online. TECHTRENDS TECH TRENDS 54, 20–28 (2010). https://doi.org/10.1007/s11528-010-0450-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-010-0450-z