Navigating the Online Classroom: Developing Online Teaching Skills in Graduate Public Health & Health Professions Education

IF 17.7 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY Accounts of Chemical Research Pub Date : 2024-06-08 DOI:10.1177/23733799241258441

Analisa McMillan, Nicole Kolm-Valdivia, Kendra Schmid, Tanya Custer, Christine Arcari

{"title":"Navigating the Online Classroom: Developing Online Teaching Skills in Graduate Public Health & Health Professions Education","authors":"Analisa McMillan, Nicole Kolm-Valdivia, Kendra Schmid, Tanya Custer, Christine Arcari","doi":"10.1177/23733799241258441","DOIUrl":null,"url":null,"abstract":"The absence of targeted online teaching development opportunities in graduate education may hamper faculty readiness to ensure engagement, learning, and student success in the online learning environment. Faculty are often hired for their subject matter expertise rather than their proficiency in teaching online. Student and faculty success in the online environment requires foundational teaching knowledge and an understanding of the differences between traditional and online teaching. A 4-week asynchronous course was designed to mirror a real-world online course aimed at educating educators. The course consisted of foundational learning theories and practices, curriculum and course design, engagement and presence, and course delivery methods. The course was offered 10 times over 3 years and completed by 258 public health and health profession faculty, teaching and postdoctoral staff, and doctoral students. End-of-course evaluations indicated that participants found it valuable to be in an online course in the student role and felt more prepared to teach online. The teaching online professional development course has highlighted the importance of new or continuing faculty development in asynchronous learning.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":" 5","pages":""},"PeriodicalIF":17.7000,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23733799241258441","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

The absence of targeted online teaching development opportunities in graduate education may hamper faculty readiness to ensure engagement, learning, and student success in the online learning environment. Faculty are often hired for their subject matter expertise rather than their proficiency in teaching online. Student and faculty success in the online environment requires foundational teaching knowledge and an understanding of the differences between traditional and online teaching. A 4-week asynchronous course was designed to mirror a real-world online course aimed at educating educators. The course consisted of foundational learning theories and practices, curriculum and course design, engagement and presence, and course delivery methods. The course was offered 10 times over 3 years and completed by 258 public health and health profession faculty, teaching and postdoctoral staff, and doctoral students. End-of-course evaluations indicated that participants found it valuable to be in an online course in the student role and felt more prepared to teach online. The teaching online professional development course has highlighted the importance of new or continuing faculty development in asynchronous learning.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

驾驭在线课堂：在公共卫生和卫生专业研究生教育中发展在线教学技能

研究生教育中缺乏有针对性的在线教学发展机会，这可能会妨碍教师为确保在线学习环境中的参与、学习和学生的成功做好准备。聘用教师往往看重的是他们的学科专业知识，而不是他们在线教学的熟练程度。学生和教师要想在在线环境中取得成功，就必须具备基础教学知识，并了解传统教学与在线教学之间的差异。我们设计了一门为期 4 周的异步课程，以反映真实世界中以教育工作者为目标的在线课程。课程内容包括基础学习理论与实践、课程与课程设计、参与度与存在感以及课程讲授方法。该课程在 3 年内开设了 10 次，共有 258 名公共卫生和卫生专业教师、教学人员、博士后和博士生完成了学习。课程结束后的评估表明，学员们认为以学生的身份参与在线课程很有价值，并感觉为在线教学做好了更充分的准备。在线教学专业发展课程强调了新教师或继续教师在异步学习中发展的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.