Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions

IF 6.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2025-06-02 DOI:10.1016/j.iheduc.2025.101020

Nedim Slijepcevic, Wanju Huang

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引用次数: 0

Abstract

This study evaluates the effectiveness of a faculty professional development (PD) course titled – Online Course Development and Teaching Certificate Academy (OTA), which focuses on the technology, pedagogy, and instructional design concepts essential for transitioning to online classrooms. OTA follows the Community of Inquiry principles by integrating social, teaching, and cognitive presences throughout its design and delivery. We evaluated the impact of OTA on faculty online teaching readiness in two phases. Phase 1 used qualitative analysis of the OTA faculty reflections. Phase 2 employed quantitative analysis of student course evaluations from 23 course graduates who taught the same online class before and after completing OTA. Phase 1 findings suggest that faculty reacted positively to PD, gained student perspective and instructional design skills, and experienced immediate personal, online, and face-to-face course transformation. Phase 2 findings reveal statistically significant improvements in course design and no statistically significant improvements in instruction and instructor engagement.

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通过学生的学习经验和教师的看法来评估在线课程开发和教学证书学院对大学教师教学实践的影响

本研究评估了一门名为在线课程开发和教学证书学院（OTA）的教师专业发展（PD）课程的有效性，该课程侧重于向在线课堂过渡所必需的技术、教学法和教学设计概念。在线旅行社遵循探究社区原则，在整个设计和交付过程中整合社会、教学和认知存在。我们分两个阶段评估了在线旅行社对教师在线教学准备的影响。第一阶段对OTA教师反思进行了定性分析。第二阶段对完成OTA前后讲授同一在线课程的23名课程毕业生的学生课程评价进行了定量分析。第一阶段的研究结果表明，教师对PD做出了积极的反应，获得了学生的视角和教学设计技能，并经历了即时的个人、在线和面对面课程转变。第二阶段的调查结果显示，在课程设计方面有统计学上的显著改善，而在教学和教师参与方面没有统计学上的显著改善。

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.