Abstract | ||
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A primary concern with Information Technology (IT) training has been that IT-based training focuses upon the technical or point and click aspects of learning management system (LMS) platforms and pedagogy-enhancing software without any concern for the content of the courses. The Digital Course Training Workshop (DCTW) approach examined in this article addresses this concern by supporting a content-first approach. The DCTW approach--an initiative at a Midwestern University--is aimed at supporting faculty through the process of transitioning from face-to-face (F2F) courses to online teaching. Participating faculty enter the week-long seminar with traditional course content and leave with digital content transitioned into the appropriate LMS platform. This article is intended to stimulate reflections on the need for systematic faculty professional development programs and activities to help higher education faculty in the transition process from traditional to online courses. |
Year | DOI | Venue |
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2012 | 10.1007/s10639-011-9164-x | Education and Information Technologies |
Keywords | Field | DocType |
digital course training workshop,digital content,traditional course content,online learning.distance education .online teaching.professional development.faculty training.faculty support.technology integration,participating faculty,it-based training,online learning,primary concern,dctw approach,higher education faculty,systematic faculty,appropriate lms platform,content-first approach,Online learning,Distance education,Online teaching,Professional development,Faculty training,Faculty support,Technology integration | Technology integration,Learning Management,Information technology,Computer science,Distance education,Professional development,Software,Pedagogy,Digital content,Multimedia,Higher education | Journal |
Volume | Issue | ISSN |
17 | 4 | 1360-2357 |
Citations | PageRank | References |
3 | 0.57 | 4 |
Authors | ||
2 |
Name | Order | Citations | PageRank |
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Jared Keengwe | 1 | 77 | 20.36 |
David Georgina | 2 | 3 | 1.25 |