Date of Graduation

8-2016

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Bengtson, Ed

Committee Member

Pijanowski, John C.

Second Committee Member

Murphy, Cheryl A.

Keywords

Education; Confidence; Faculty; Online; Training

Abstract

The purpose of this study was to examine factors influencing participation in professional development designed to safeguard online course excellence and the impact on confidence and teaching. This purpose was achieved through a convergent mixed-methods investigation of faculty viewpoints of online course delivery and professional development offerings at a Midwestern state university. To support continued academic success in an increasing online market, the university implemented Quality Matters professional development to promote excellence in online course design. Analysis of data collected from a survey, in-depth interviews, and a focus group revealed faculty perspectives regarding the effectiveness of online course delivery, benefits and challenges, the effect of and importance placed on professional development targeting online course design, and the impact of Quality Matters on faculty confidence and teaching. While an undertone of concern regarding the effectiveness of online course delivery was evident in this study, these views did not appear to influence participation in the professional development. Time was reported as the biggest factor impacting the decision to participate, followed by a lack of incentives and scheduling difficulties. Faculty who had chosen to participate reported that their ability to design a quality online learning environment was positively impacted through participation in the training and was felt not only in the online environment, but in the traditional classroom as well.

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