Document Type

Conference Paper

Rights

This item is available under a Creative Commons License for non-commercial use only

Publication Details

Presented at the Higher Education in Transition Symposium November 2 - 4, 2016 in Oshawa, Ontario, Canada

Abstract

This paper discusses a case study that explores the impact on educators’ teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke’s (2006) thematic analysis approach. The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online teaching can produce a positive increase in technological and pedagogical knowledge and understanding of accessibility. This new understanding, in turn, can result in changes to both online and face-to-face teaching practices of educators. The results also indicate that for some educators, participation in an educational development programme for online teaching encouraged more student-centred teaching approaches and helped to dispel misconceptions about the lower quality and value of online learning. Participation in educational development for online teaching was also found to increase some educators’ technical and pedagogical confidence, although a few participants experienced an initial decline in self- efficacy.

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