The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Authors

  • Larisa Olesova George Mason University
  • Susan Campbell George Mason University

DOI:

https://doi.org/10.24059/olj.v23i4.2089

Keywords:

mentorship, instructional design, asynchronous online teaching and learning

Abstract

The 2017 survey of Faculty Attitude on Technology conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts said it is not a surprise because instructional designers are underutilized and their role in Higher Education is still not clear. This qualitative study examined the faculty members’ perceptions about their mentorship relations with instructional designers when they designed and developed asynchronous online courses. This study also explored factors that may lead to successful mentorship relationships between instructional designers as mentors and faculty members as mentees. Higher education administration, university faculty, and instructional designers will benefit from the results of this study. 

Author Biographies

Larisa Olesova, George Mason University

Senior Instructional Designer, Stearns Center for Teaching and Learning, George Mason University

Susan Campbell, George Mason University

Instructional Designer in Stearns Center for Teaching and Learning, George Mason University.

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Published

2019-12-01

Issue

Section

Special Conference Issue: AERA Online Teaching and Learning SIG