Faculty development to design effective online courses: Responding to requirements

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dc.authorid0000-0002-8902-437Xen_US
dc.authorid0000-0002-3466-8119en_US
dc.authorid0000-0002-0527-8453en_US
dc.authorid0000-0002-5535-9075en_US
dc.authorid0000-0002-1503-5711en_US
dc.contributor.authorKırkıç, Kamil
dc.contributor.authorKorkmaz, Zehra Sedef
dc.contributor.authorDoğan, Selçuk
dc.contributor.authorYazıcılar Nalbantoğlu, Ümran
dc.contributor.authorCengiz, Sina Güzin
dc.date.accessioned2024-12-09T13:36:49Z
dc.date.available2024-12-09T13:36:49Z
dc.date.issued2024
dc.departmentAÇÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractSince the pandemic, the importance of faculty development has been taken much more attention and has gone from being an ‘expectation’ to a ‘requirement’.Therefore,universitieshavestartedtosteptowardfacultydevelopment, which is also necessary. A wide variety of professional learning activities has been used for faculty development purposes in universities, but the research examining its effectiveness is limited. Our goal is to investigate the experiences of faculty from diverse backgrounds regarding technology-based, high-quality professional development programs in terms of their effectiveness. The faculty working at a foundation university participated in high-quality professional development programmes implemented in this study. The data were collected through focus group interviews. Using a qualitative methodology, we have found that faculty improved their knowledge and skills in designing and teaching online courses, with some faculty even reporting active use of what they have learned in their class and finding it valuable and effective. Program features such as feedback, facilitation, and best examples are helpful for having faculty grow pedagogically. The faculty has demonstrated that they can participate in learning activities that are meaningful to them in their daily lives. For the professional development programmes designed for the faculty to be effective in future studies, it is recommended that the programmes should be designed in a meaningful way for the faculty.
dc.identifier.doi10.18543/tjhe.2597
dc.identifier.endpage189en_US
dc.identifier.issn2340-8170
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ3
dc.identifier.startpage163en_US
dc.identifier.urihttps://doi.org/10.18543/tjhe.2597
dc.identifier.urihttps://hdl.handle.net/11494/5157
dc.identifier.volume11en_US
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherUniversity of Deustoen_US
dc.relation.ispartofTuning Journal for Higher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCentre of Excellenceen_US
dc.subjectFaculty Development Programen_US
dc.subjectOnline Instructional Designen_US
dc.subjectOnline Teachingen_US
dc.subjectProfessional Development in Higher Educationen_US
dc.titleFaculty development to design effective online courses: Responding to requirementsen_US
dc.typeArticle

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