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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 197-202 |
| Number of pages | 6 |
| Journal | Pedagogy in Health Promotion |
| Volume | 10 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2024 |
Keywords
- asynchronous teaching
- course delivery
- curriculum design
- educators
- faculty
- faculty development
- graduate student teaching development
- graduate students
- health professions
- online education
- professional development
- public health
- teaching online
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health