Training online faculty: a phenomenology study

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Show simple item record Kang, Haijun 2011-11-07T19:53:29Z 2011-11-07T19:53:29Z 2011-11-07
dc.description.abstract Literature on training faculty to teach online still dwells on the issues explored a decade ago. To make a substantial move in this area, it is necessary to re-evaluate the essence of training in the context of producing qualified online faculty to teach quality online courses. Employing a phenomenological approach, this study examines seven online faculty’s lived training experiences and observed that there existed incidental factors that could affect the quality of training. Further data analysis indicated that it was the different levels of understandings of “training” between different parties that led to variations in the quality of training. “There is a whole [training] world that’s going on out there … I’m just not interested… because that’s not my world,” said one research participant. Therefore, different parties involved in training online faculty should look at training from a systems approach and view training as an opportunity (1) to transfer knowledge and skills necessary for conducting quality online instruction; (2) to remove barriers preventing faculty from teaching online; and (3) to transform traditional faculty members into highly qualified online faculty. en_US
dc.rights Copyright by AACE. Reprinted from the International Journal on E-Learning, 2012, with permission of AACE (" en_US
dc.subject Online faculty en_US
dc.subject Training quality en_US
dc.subject Phenomenology study en_US
dc.title Training online faculty: a phenomenology study en_US
dc.type Article (author version) en_US 2012 en_US
dc.citation.epage 406 en_US
dc.citation.issue 4 en_US
dc.citation.jtitle International Journal on E-Learning en_US
dc.citation.spage 391 en_US
dc.citation.volume 11 en_US
dc.contributor.authoreid hjkang en_US

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