Title
Award-Winning Online Faculty Perspectives on Online Teaching Roles and Competencies
Topic
Technology and Teaching
Other Topic
Online Teaching and Learning
Panel Title
Getting Better Online
Session Abstract
The explosive growth in online education has resulted to more faculty learning to teach online. Faculty who teach online need to take on a multi‐dimensional role and need varied range of competencies to effectively accomplish tasks and responsibilities. There is a need to assess the competencies for effective and successful online teaching to plan for support and professional development opportunities. In this phenomenological study, interviews were conducted with eight distinguished award-winning faculty who teach online to share their perspectives on the roles, responsibilities, competencies, and tasks of successful online instructors. We present our findings as themes emerging from a constant comparison qualitative procedure. Results show that the major role of online faculty is to design and facilitate courses. Faculty are responsible for providing an effective learning experience, to promote interaction and engagement, and to provide timely feedback or response to students. As major competencies, online instructors must be willing to learn, use, and grow with new technology, as well as, understand student learning and engagement strategies. Distinguished online faculty recommended that novice online faculty should engage in professional development to strengthen their competencies to teach online.
Keywords
online teaching, online instructor competencies, online learning, online instructor roles, professional development
Location
DiGiorgio Campus Center 221
Start Date
24-3-2017 2:15 PM
Award-Winning Online Faculty Perspectives on Online Teaching Roles and Competencies
DiGiorgio Campus Center 221
The explosive growth in online education has resulted to more faculty learning to teach online. Faculty who teach online need to take on a multi‐dimensional role and need varied range of competencies to effectively accomplish tasks and responsibilities. There is a need to assess the competencies for effective and successful online teaching to plan for support and professional development opportunities. In this phenomenological study, interviews were conducted with eight distinguished award-winning faculty who teach online to share their perspectives on the roles, responsibilities, competencies, and tasks of successful online instructors. We present our findings as themes emerging from a constant comparison qualitative procedure. Results show that the major role of online faculty is to design and facilitate courses. Faculty are responsible for providing an effective learning experience, to promote interaction and engagement, and to provide timely feedback or response to students. As major competencies, online instructors must be willing to learn, use, and grow with new technology, as well as, understand student learning and engagement strategies. Distinguished online faculty recommended that novice online faculty should engage in professional development to strengthen their competencies to teach online.
