Dissertation
A multiple case study of mandatory professional development, change, and transformation
Doctor of Education (Ed.D.), Drexel University
Jun 2016
DOI:
https://doi.org/10.17918/etd-6874
Abstract
Higher education institutions are making significant investments in online education and are implementing comprehensive new programs to teach faculty how to become effective online instructors. These investments often come with significant strings attached that require that changes be made across the board to efficiently accommodate 21st Century teaching and learning tools and techniques. The purpose of this multiple case study is to explore the experiences of higher education faculty who participated in mandated professional development to learn how to effectively design and deliver online courses. An additional purpose is to determine the elements of professional development that create opportunities for transformative learning and impactful change in faculty teaching practice. This qualitative study collected data from semi-structured interviews and surveys, and from a review of online courses artifacts that were generated as a result of the mandatory professional development initiative. The data demonstrated that mandated professional development was generally perceived as a positive signal for organizational change, but professional development needs to be highly targeted to specific interests and levels of digital fluency. Mandated professional development enabled the faculty participants to see new possibilities and potential for their online practice. The results of this research may provide insights into how professional development can be designed to help faculty transform their online teaching.
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Details
- Title
- A multiple case study of mandatory professional development, change, and transformation
- Creators
- Laurie Bobley - DU
- Contributors
- Brian K. Smith (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 148 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6874; 991014632941604721