Teacher as Student: Lessons Learned in an Online Teaching Fellows Program
Fuente:
ERIC Institute of Education Sciences
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2012
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| Accesso online: | |
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| _version_ | 1867181687368056832 |
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| author | Kinnie, Jim |
| author_facet | Kinnie, Jim Kinnie, Jim |
| collection | Education Resources Information Center |
| contents | Teacher as Student: Lessons Learned in an Online Teaching Fellows Program Kinnie, Jim Teacher Effectiveness Information Literacy Online Courses Best Practices Faculty Development Formative Evaluation Models Fellowships Teaching Experience Educational Strategies Literature Reviews College Programs Program Descriptions Professional Development Distance Education Program Effectiveness This article explores various models of online faculty development programs as described in the literature, and finds that they fall into a wide range of models from those that are highly structured to more organically grown examples. The Online Teaching Fellows program at the University of Rhode Island is shown to be an example of an internally-created course that follows best practices of both the structured and organic models. The author's experience as a participant in the course is described illustrating how the lessons learned informed his strategies for effective teaching in an online credit course in information literacy. |
| format | Recurso educativo Open Access |
| id | eric_EJ983404 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2012 |
| record_format | eric |
| spellingShingle | Teacher as Student: Lessons Learned in an Online Teaching Fellows Program Kinnie, Jim Teacher Effectiveness Information Literacy Online Courses Best Practices Faculty Development Formative Evaluation Models Fellowships Teaching Experience Educational Strategies Literature Reviews College Programs Program Descriptions Professional Development Distance Education Program Effectiveness Teacher as Student: Lessons Learned in an Online Teaching Fellows Program Kinnie, Jim Teacher Effectiveness Information Literacy Online Courses Best Practices Faculty Development Formative Evaluation Models Fellowships Teaching Experience Educational Strategies Literature Reviews College Programs Program Descriptions Professional Development Distance Education Program Effectiveness This article explores various models of online faculty development programs as described in the literature, and finds that they fall into a wide range of models from those that are highly structured to more organically grown examples. The Online Teaching Fellows program at the University of Rhode Island is shown to be an example of an internally-created course that follows best practices of both the structured and organic models. The author's experience as a participant in the course is described illustrating how the lessons learned informed his strategies for effective teaching in an online credit course in information literacy. |
| title | Teacher as Student: Lessons Learned in an Online Teaching Fellows Program |
| topic | Teacher Effectiveness Information Literacy Online Courses Best Practices Faculty Development Formative Evaluation Models Fellowships Teaching Experience Educational Strategies Literature Reviews College Programs Program Descriptions Professional Development Distance Education Program Effectiveness |
| url | https://eric.ed.gov/?id=EJ983404 |