{"title":"Training faculty to shape knowledge for cyberspace: preparing for online classes","authors":"J. Gibson, D. Tesone, C. W. Blackwell","doi":"10.1109/IPCC.2003.1245468","DOIUrl":null,"url":null,"abstract":"The authors are business professors with considerable experience in online teaching and administration. They rely on research and personal observation to build the case that thorough faculty training is critical to successful online programs. After reviewing various types of training programs currently found in online programs, they concentrate on immersion programs as the most effective, giving several case examples of these programs where prospective faculty become online students themselves to learn the pedagogy and techniques of online teaching. Guidelines are then provided for designing effective online faculty training in terms of both process and content.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"353 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/IPCC.2003.1245468","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2
Abstract
The authors are business professors with considerable experience in online teaching and administration. They rely on research and personal observation to build the case that thorough faculty training is critical to successful online programs. After reviewing various types of training programs currently found in online programs, they concentrate on immersion programs as the most effective, giving several case examples of these programs where prospective faculty become online students themselves to learn the pedagogy and techniques of online teaching. Guidelines are then provided for designing effective online faculty training in terms of both process and content.
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