The Perceptions of Faculty and Instructional Designers Regarding the Impact of Professional Development to Teach Online Courses
Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
Leadership at a mid-sized 4-year university in the western region of Texas asserted a problem with the low amount of faculty training impacting online courses’ creation and quality. The purpose of this qualitative single case study was to investigate the elements needed to design quality online courses, determine how faculty and instructional designers perceived professional development provided by the university to develop online courses, and find out how faculty and instructional designers perceived professional development impacted faculty skills as an online instructor. Three research questions were created which generated two interview protocols. The following research questions were used and were answered via the emerged themes reported in the Analysis Overview section: RQ1: What attributes do instructional designers and faculty at a mid-sized 4-year university in west Texas believe are needed to design a quality online course? RQ2: What professional development do instructional designers and faculty at a mid-sized 4-year university in west Texas perceive is needed to create a quality online course? RQ3: How do faculty and instructional designers at a mid-sized 4-year university in west Texas perceive professional development impacts faculty’s skills as an online instructor at a mid-sized university in west Texas? Data were collected from 18 participants who consisted of full-time online faculty, adjunct online faculty, and instructional designers, using semistructured open-ended interview questions and thematic analysis. Four themes emerged from the data analysis: (a) positive/negative faculty training, (b) positive/negative institutional support, (c) use/non-use of an instructional designer, and (d) use/non-use of online best practices and strategies. Recommendations for practice and future study were also recommended.
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January, Scott Mitchell, "The Perceptions of Faculty and Instructional Designers Regarding the Impact of Professional Development to Teach Online Courses" (2023). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 553.
Higher Education and Teaching Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons