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Beyond Onboarding: Building a Culture of Continuous Professional Development for Effective Online Instruction

Beyond Onboarding: Building a Culture of Continuous Professional Development for Effective Online Instruction

Tamara Espinet, Phuong M. Vuong, Robert A. Filback
Copyright: © 2020 |Pages: 18
ISBN13: 9781799840367|ISBN10: 1799840360|ISBN13 Softcover: 9781799855934|EISBN13: 9781799840374
DOI: 10.4018/978-1-7998-4036-7.ch006
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MLA

Espinet, Tamara, et al. "Beyond Onboarding: Building a Culture of Continuous Professional Development for Effective Online Instruction." Optimizing Higher Education Learning Through Activities and Assessments, edited by Yukiko Inoue-Smith and Troy McVey, IGI Global, 2020, pp. 97-114. https://doi.org/10.4018/978-1-7998-4036-7.ch006

APA

Espinet, T., Vuong, P. M., & Filback, R. A. (2020). Beyond Onboarding: Building a Culture of Continuous Professional Development for Effective Online Instruction. In Y. Inoue-Smith & T. McVey (Eds.), Optimizing Higher Education Learning Through Activities and Assessments (pp. 97-114). IGI Global. https://doi.org/10.4018/978-1-7998-4036-7.ch006

Chicago

Espinet, Tamara, Phuong M. Vuong, and Robert A. Filback. "Beyond Onboarding: Building a Culture of Continuous Professional Development for Effective Online Instruction." In Optimizing Higher Education Learning Through Activities and Assessments, edited by Yukiko Inoue-Smith and Troy McVey, 97-114. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4036-7.ch006

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Abstract

The rise of online programs has led to growing awareness that effective online teaching requires specialized instructional knowledge and skills. However, most online programs emphasize technology onboarding in lieu of ongoing professional development designed to support faculty in improving their online instruction. This chapter reinforces the need for comprehensive professional development efforts focused on improving online teaching and highlights the latest practices based on studies by the authors of leading online graduate programs. Evidence-based recommendations for providing ongoing professional development to support faculty's online teaching success are also outlined and fall into four overarching categories: (1) align organizational goals to create a culture of continuous instructional improvement, (2) model online learning principles in professional development efforts, (3) distinguish technology training from instructional development, and (4) employ multiple strategies to create ongoing, sustainable professional development efforts to support online instruction.

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