Faculty Training and Mentoring at a Distance: Learning Together in the Virtual Community

Rena M. Palloff (Fielding Graduate University, USA) and Keith Pratt (Fielding Graduate University, USA)
Copyright: © 2010 |Pages: 125
EISBN13: 9781609603557|DOI: 10.4018/978-1-61520-869-2.ch008
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Evidence suggests that a good instructor is the key to student persistence in an online course. Because of this, the hiring, training, and evaluation of good online instructors has become high priority for most online institutions. Providing good training and also providing incentives for keeping good online faculty have become critical concerns for most colleges and universities. However, not all universities are able to provide good training even under the best of circumstances. Many factors can wreak havoc with well-intended plans to provide training for online faculty. This case looks at the characteristics of a good online instructor as well as the faculty training needed to ensure high quality course design and delivery. Models of effective faculty training and evaluation are reviewed. Two cases, Delgado Community College in New Orleans and Excelsior Community College in Kingston, Jamaica are also reviewed to illustrate how critical needs for the delivery of high quality faculty training were met at a distance under less than ideal conditions. The cases illustrate the importance and impact that good training can make.
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