Faculty Professional Learning: An Examination of Online Development and Assessment Environments

Faculty Professional Learning: An Examination of Online Development and Assessment Environments

Olga M. Alegre (University of La Laguna, Spain) and Luis M. Villar (University of Seville, Spain)
DOI: 10.4018/978-1-61692-822-3.ch006
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Abstract

The model Faculty Electronic Professional Learning and Portfolio (FEPLP) is viewed as cyclic with six basic entry points: quality management of academic development, professional development programmes, e-mentoring for new faculty teachers, development teaching and assessment competences in a blended environment, web-supported faculty assessment strategies, and review of an e-portfolio. This computer-mediated model includes a range of multiple representations of teaching competences that seek to provide for different professional development programmes for faculty in higher education, increases e-mentoring interactions, and provides a more closely reflection on campus e-learning experiences. The authors also investigated future staff developments including further competence module and online course development inspired by this model.
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Introduction

We describe a Faculty Electronic Professional Learning and Portfolio model (FEPLP) (see Figure 1). We state that significant changes in quality professional development are likely to take place only after changes in faculty professional learning (FPL) outcomes are evident, that is, once faculty have experienced professional change in academic learning competences. The model is viewed as cyclic with six basic entry points: quality management of academic development, professional development programs, e-mentoring for new faculty teachers, development teaching and assessment competences in a blended environment, web-supported faculty assessment strategies, and review of an e-portfolio. All these elements ensure quality as the foundation of everything a faculty teacher does. Quality assurance becomes the core of monitoring new faculty personnel, assessing and improving teaching responsibilities. We deal with the basic elements of quality assurance in this chapter, by focusing on the following:

Figure 1.

Faculty e-development and portfolio model

  • a.

    The university as a learning organization.

  • b.

    The university staff and students as the most essential part of higher education institutions.

  • c.

    The facilities and equipment as a critical component in planning for online teaching and learning.

  • d.

    Policies and procedures as the set of documents providing guidance for fair and consistent staff learning and development.

  • e.

    Process control that deals with mechanisms for controlling learning outcomes of specific teaching processes.

  • f.

    Documents and records, specifically professional electronic records, or digital portfolios, and

  • g.

    Audits and process improvement, or how to enhance the continuous faculty improvement cycle.

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