Internet Learning Volume 4, Number 2, Fall 2015 | Page 107

Internet Learning
maximize the skill development of parttime
instructors enrolled in Maryland's
Certificate for Online Adjunct Teaching
(COAT) course. DBR is “a systematic but
flexible methodology aimed to improve
educational practices through iterative
analysis, design, development and
implementation based on collaboration
among researchers and practitioners in
real-world settings” (Wang & Hannafin,
2005, pp. 6-7). According to Cohen,
Manion, and Morrison (2007), DBR is
particularly useful for understanding,
improving, and reforming established
teaching practices. In Shattuck and
Anderson’s (2013) inquiry, they used DBR
as a lens to examine instructors who were
preparing to teach online for the first time.
Shattuck and Anderson’s findings indicate
that faculty members responded well to
training using DBR based on participant
responses. Shattuck and Anderson report
that participants found the transition to
online instruction much like throwing a
pebble in a pond—every decision had a
ripple effect on every other part of online
teaching. Moreover, trainees made clear
that preparing for online training required
that they think about all aspects of course
development, aspects often overlooked
in the classroom. Trainees also stated
that online instruction made them think
differently about how they approached
classroom instruction. In short, faculty
training using DBR was deemed relevant
and valuable.
Additionally, Cho and Rathbun
(2013) chose problem-based learning (PBL)
as their framework for faculty online
training to develop and facilitate a teacher
professional development program. Cho
and Rathbun specifically selected PBL so
trainees would take the initiative to work
through the problems associated with
teaching online, and they would share what
they learn after solving a problem. In their
analysis, Cho and Rathbun gave particular
attention to trainee responses to assigned
tasks, what trainees thought of the resources
provided in the program, and how examples
of online instruction shared during the
program impacted faculty member learning.
Based on their research, Cho and Rathbun
contend that online teacher development
training programs must make two things
clear: the expectations of a program before
training begins and the role of the trainer
during training. They point out that any
online training program must be offered
at the right time so faculty members not
only choose to participate but also take full
advantage of it.
Along with Nerlich, Soldner, and
Millington (2012), Shattuck and Anderson
(2013), and Cho and Rathbun (2013), Baran
and Correia’s (2014) nested approach (i.e.,
faculty development is a product of several
layers of university support) and Fink’s
(2007) recognition and reward model (i.e.,
faculty must have incentive to teach online;
see Hermann, 2013) are also frameworks
for developing, managing, and analyzing a
faculty training program. In addition to the
research distinguishing various frameworks
for faculty online training, a portion of the
literature consists of case studies on faculty
training for online teaching.
Case Studies on Professional Development
for Online Teaching
A second theme of faculty
development and online teaching literature
involves case studies. Barker (2003),
Paulus, Myers, Mixer, Wyatt, Lee, and Lee
(2011), and Healy, Block, and Judge (2014)
have each considered the construction
and facilitation of faculty training for
online teaching as dealt with at different
institutions. Their findings are revealing.
106