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Developing Technology-Centric Best Teaching Practices for Higher Education

Developing Technology-Centric Best Teaching Practices for Higher Education

Thomas M. Brinthaupt, Lawanna S. Fisher, Justin G. Gardner, Deana M. Raffo
Copyright: © 2017 |Pages: 16
ISBN13: 9781522525486|ISBN10: 1522525483|EISBN13: 9781522525493
DOI: 10.4018/978-1-5225-2548-6.ch010
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MLA

Brinthaupt, Thomas M., et al. "Developing Technology-Centric Best Teaching Practices for Higher Education." Handbook of Research on Technology-Centric Strategies for Higher Education Administration, edited by Purnendu Tripathi and Siran Mukerji, IGI Global, 2017, pp. 159-174. https://doi.org/10.4018/978-1-5225-2548-6.ch010

APA

Brinthaupt, T. M., Fisher, L. S., Gardner, J. G., & Raffo, D. M. (2017). Developing Technology-Centric Best Teaching Practices for Higher Education. In P. Tripathi & S. Mukerji (Eds.), Handbook of Research on Technology-Centric Strategies for Higher Education Administration (pp. 159-174). IGI Global. https://doi.org/10.4018/978-1-5225-2548-6.ch010

Chicago

Brinthaupt, Thomas M., et al. "Developing Technology-Centric Best Teaching Practices for Higher Education." In Handbook of Research on Technology-Centric Strategies for Higher Education Administration, edited by Purnendu Tripathi and Siran Mukerji, 159-174. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2548-6.ch010

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Abstract

In this chapter, the authors present a case study that describes their experiences in identifying and addressing technology-related challenges in higher education. Based on their experiences, they illustrate how higher education institutions can foster and cultivate faculty expertise and skills in order to enhance their online course development programs and improve the quality of courses and the success of students. The authors' work has focused on the following topics: best practices for online teachers, best practices for and the effects of using conditional release in online classes, and strategies for balancing online teaching activities. All of this work takes a technology-centric perspective on online learning in higher education. Using these domains as examples, the authors describe how administrators can encourage faculty cooperation and collaboration as their institutions implement effective technology-centric strategies.

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