TRAINING FOR ONLINE FACULTY AT THE UNIVERSITY LEVEL

Training for Online Faculty at the University level

Training for Online Faculty at the University level

Introduction

The area of integration of technology in education is a continuous effort that requires examining factors and practices that can be applied to encourage faculty to assimilate technology into their areas of teaching. Taking into account various elements that influence the degree of success of faculty development programs, the need for faculty development remains strong as new technologies continue to influence teaching and learning. These elements include responsiveness to faculty needs, involving faculty in decision-making, planning, and program development (Graf et al., 1992). This study was conducted to examine factors that impact the success of faculty development programs for web-based instruction (WBI) at historically Black colleges and universities (HBCUs). These factors were proficiencies, motivation, and preferred mode of training for web-based instruction.

Background

Since 1837 HBCUs, most of which are located in the eastern and southern USA, have been instrumental in fostering public and private higher education opportunities (Oliver et al., 1996). There are 103 HBCUs and over 50 predominantly Black higher education institutions located in 20 states, the District of Columbia, and the Virgin Islands, of which 49 percent are public and 51 percent are private. These institutions include accredited two- and four-year schools, and graduate and professional institutions (Evans et al., 2002).

HBCUs vary widely in size and curriculum specialization, but their one commonality is their historic responsibility as the primary providers of post-secondary education for Blacks (Brown and Davis; 2001; Evans et al., 2002). Their historical mission is to provide a nurturing, individualized environment. It is deemed that developing online curricula is not as important as integrating technology into classrooms and libraries (Arnone, 2000; Oliver et al., 1996). Some institutions have developed coalitions amongst themselves and private organizations to focus on training faculty and learners in technology and purchasing equipment and facilities (Roach, 2000a; Young, 1999). However, in many instances resources remain inadequate, inadvertently challenging efforts aimed at funding, improving the technology infrastructure, training faculty for online teaching, and developing online content (Arnone, 2000).

The fiercest critics of WBI cite emphasis of technology over course content, lack of learner interaction, and depersonalization of the learning process (Gibbs, 1999; Navarro and Shoemaker, 1999). The same constraints can, however, be viewed in a positive light when learning takes place in a setting and a time convenient to the learners. WBI also presents challenges for instructors and learners who require training in computing, internet, and multimedia skills (Grant et al., 2000). For instructors and learners who have access to and are proficient with the internet, the web can provide immediacy in information access and serve as a communication facilitator and a delivery medium (Crossman, 1997; Khan, 1997). To meet the challenges, several skill sets are pivotal in preparing faculty for the classroom to WBI transition, including technology competence, ability for instructors to express themselves effectively, and being able to adapt to a new teaching style and learning environment that may be more ...