Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices

Authors

  • Kristin Koepke University of Wisconsin-La Crosse
  • Alexander O’Brien University of Wisconsin-La Crosse

DOI:

https://doi.org/10.24059/olj.v16i2.259

Keywords:

faculty development, pedagogy, online instructor training, evidence-based research, best practices in online teaching

Abstract

An Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both pre and post OIT. In Phase II, trainees provided data about how OIT influenced the implementation of new pedagogical strategies in their online courses, as well as in their face-to-face courses. In Phase III, trainees provided additional in-depth qualitative data about the pedagogical themes that surfaced in their courses as a result of the OIT. Results indicate that OIT significantly changed trainees’ beliefs about some common conceptions (myths) of online education, and that OIT led to a significant increase in the implementation of 21 of 21 pedagogical strategies in online courses, and 5 of 21 pedagogical strategies in face-to-face courses.

Author Biographies

Kristin Koepke, University of Wisconsin-La Crosse

Kristin Koepke is an Instructional Designer at the University of Wisconsin-La Crosse in the Center for Advancing Teaching and Learning. In this position, she collaborates with faculty to apply effective online pedagogy and offers development workshops and training seminars for faculty and staff interested in teaching online, integrating technology into the classroom, and using instructional design principles. Koepke has served in various eLearning Instructional Design positions in the past including management and consultant roles at various types of organizations including non-profit and for-profit companies. Alexander O’Brien, Ph.D., is an assistant professor of psychology at the University of Wisconsin-La Crosse. He teaches a variety of courses, including Introduction to Psychology, Experimental Psychology/Research Methods, Learning and Memory, and Sensation and Perception. As an instructor of both face-to-face, as well as online courses, he is interested in empirically identifying best practices for delivering content, achieving student learning outcomes, and maximizing student satisfaction with the classroom or online experience.

Alexander O’Brien, University of Wisconsin-La Crosse

Alexander O’Brien, Ph.D., is an assistant professor of psychology at the University of Wisconsin-La Crosse. He teaches a variety of courses, including Introduction to Psychology, Experimental Psychology/Research Methods, Learning and Memory, and Sensation and Perception. As an instructor of both face-to-face, as well as online courses, he is interested in empirically identifying best practices for delivering content, achieving student learning outcomes, and maximizing student satisfaction with the classroom or online experience.

Published

2012-03-31

Issue

Vol. 16 No. 2 (2012)

Section

Faculty Issues

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