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Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

Neal Shambaugh
Copyright: © 2019 |Pages: 20
ISBN13: 9781522563228|ISBN10: 1522563229|EISBN13: 9781522563235
DOI: 10.4018/978-1-5225-6322-8.ch002
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MLA

Shambaugh, Neal. "Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video." Handbook of Research on Virtual Training and Mentoring of Online Instructors, edited by Jared Keengwe, IGI Global, 2019, pp. 20-39. https://doi.org/10.4018/978-1-5225-6322-8.ch002

APA

Shambaugh, N. (2019). Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video. In J. Keengwe (Ed.), Handbook of Research on Virtual Training and Mentoring of Online Instructors (pp. 20-39). IGI Global. https://doi.org/10.4018/978-1-5225-6322-8.ch002

Chicago

Shambaugh, Neal. "Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, edited by Jared Keengwe, 20-39. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6322-8.ch002

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Abstract

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

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