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https://eab.com/research/academic-affairs/study/engaging-faculty-online-education/
Engaging Faculty in Online Education Engaging Faculty in Online Education Rightsizing Incentives and Optimizing Support This study examines key lessons for structuring ownership and budget models to create a sound foundation for the institution’s online ambitions.
https://www.csueastbay.edu/oaa/files/docs/acinfo/engfaconlineed.pdf
ii © 2010 The Advisory Board Company • 21068 Creative Services Courtney Banyas • Kim Dixson • Claire Drayton • Kinsey Fore • Danielle Koslowski • Kevin ...
https://er.educause.edu/articles/2015/3/engaging-faculty-in-online-education
Mar 16, 2015 · Engaging Faculty in Online Education ... The initial resistance to online learning by many institutional leaders has given way to urgency about engaging faculty in online instruction. ... influence faculty. Faculty must have evidence of efficacy, access to easy points of entry, confidence in institutional support, and incentives to develop ...
https://www.gpidea.org/principles-of-effective-online-teaching
Online courses are best when instructors continually monitor and improve the quality of their online courses. Learn about curriculum connected to the industry. References. The Advisory Board Company. (2010). Engaging faculty in online education: Rightsizing incentives and optimizing support. Washington, DC. 91-92. Magna Publications.
https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1273
Best Practices Framework for Online Faculty Professional Development: A Delphi Study Online learning is now a common practice in higher education. Because of the continued growth in enrollments, higher educational institutions must prepare faculty throughout their teaching tenure for learning theory, technical expertise, and pedagogical shifts ...Cited by: 11
https://edservices.wiley.com/wp-content/uploads/2016/06/Faculty-Engagement-in-Online-Learning-WP.pdf
Engaging Online Programs when sitting down to complete their coursework, whether from other online activities, family, or work (Roper, 2007). Both of these factors—students’ self-direction and outside distractions –can interfere with their connection with the class and make it difficult to establish an effective learning community.
http://www1.udel.edu/gradoffice/wordpress/working-group-resources/AAF_Professional_Masters_Programs.pdf
Understanding the Changing Market for Professional Master’s Programs ... Engaging Faculty in Online Education Rightsizing Incentives and Optimizing Support •Calibrating incentives for development and instruction •Training in online pedagogy and course design
https://olj.onlinelearningconsortium.org/index.php/olj/article/view/761
Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online.Cited by: 22
https://files.eric.ed.gov/fulltext/ED538846.pdf
FACULTY MOTIVATIONS AND INCENTIVES FOR TEACHING ECOURSES AT A FOR-PROFIT ONLINE APPLIED ARTS COLLEGE A Doctoral Dissertation Research Submitted to the Faculty of Argosy University, Online College of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Education by Laurie Tenzer November 2012
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