Ed.D. Dissertations

Date of Award

Winter 10-25-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Anne Grey, Ed.D.

Content Specialist

John D'Aguanno, Ed.D.

Content Reader

Edward Kim, Ph.D.

Keywords

advanced online faculty, professional development, faculty perceptions, online programs

Abstract

Over the last 10 years, funding for higher education has steadily declined. Illinois public institutions had to make many adjustments, particularly because higher education funds were cut by 50% in some cases, and on-campus enrollments declined by as much as 25%. Despite these issues, institutions with online enrollments sustained steady enrollment. The goal of this qualitative, descriptive, single case study was to examine the types of training participated in by online faculty, what training they perceive they need, and to inquire if they perceive their feedback is incorporated into PD offerings. Data collection consisted of a PD observation, survey, and/or interview. When faculties are advanced, according to this study, they still wish to learn new things and grow in their capacity as online instructors. In addition to their attendance at in-service PD, these faculty frequently schedule one-on-one sessions for help. Faculty also embrace the opportunity to gather with their peers informally; specifically, communities of practice are becoming common. These communities promote connectivity over shared interests or challenges and provide a social network for learning through shared experiences, success, and best practices. Faculty have specialized needs, and have many varied factors that influence their online teaching knowledge and ability that can be supported by customized institutional PD offerings.

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