Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

Research Anthology on Developing Effective Online Learning Courses Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-6322-8.CH002

Neal Shambaugh

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Abstract

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

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在线教学专业发展课程和制作和使用教师制作的视频

本章概述了在线职业发展如何帮助高等教育教师从F2F教学转向在线教学。建议使用教师制作的视频作为在线教学的主要教学方法。为了支持这种教学方法，在线专业发展课程使用六个模块来描述:在线教学的挑战，通过系统地重新检查课程学习成果和教学法来制定课程设计决策，视频制作技能建设，以及如何使用教师制作的视频进行在线教学。该课程可以异步交付，但需要专家对课程设计决策、模块结构、视频制作和使用的反馈。建议采用混合方法，每周工作5天。在F2F上午的会议上，参与者检查在线课程教学决策和视频产品的使用，而下午的会议则致力于课程模块和视频制作。为管理人员、支持人员和教职员工提供了建议。提出了研究问题。

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Research Anthology on Developing Effective Online Learning Courses

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