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ORIGINAL RESEARCH ARTICLE
Year : 2014  |  Volume : 27  |  Issue : 3  |  Page : 255-261

Online Faculty Development for Creating E-learning Materials


1 Department of Pediatrics, University of Texas Medical Branch, Texas, USA
2 Department of Pediatrics, retired Associate Professor of Physician Assistant Studies, University of Texas Medical Branch, Texas, USA
3 Moody Medical Library, Faculty Associate, Head of Reference and Educational Services, University of Texas Medical Branch, Texas, USA
4 Educational Technologist and Systems Analyst, Department of Pediatrics, University of Texas Medical Branch, Texas, USA

Correspondence Address:
Virginia Niebuhr
University of Texas Medical Branch,301 University Blvd,Galveston, TX, US 77555-1119
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/1357-6283.152186

Background: Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. Methods: The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Results: Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Discussion: Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.


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