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Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program

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Abstract

In this qualitative case study, the researcher draws on interviews with 13 faculty in an online doctoral program to find out how professional development offerings strengthened distance instructors’ technical, pedagogical and content knowledge. Findings suggest that guided practice sessions in the virtual classroom strengthened newer faculty members’ technical knowledge. Biweekly meetings turned into a community of practice where newer and more experienced faculty could build content knowledge. Faculty in the distance program desired more professional development in the area of online pedagogy.

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Authors and Affiliations

  1. California Lutheran University, Thousand Oaks, USA

    Sharla Berry PhD

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  1. Sharla Berry PhD
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Correspondence to Sharla Berry PhD.

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Berry, S. Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program. J Comput High Educ 31, 121–136 (2019). https://doi.org/10.1007/s12528-018-9194-0

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  • DOI: https://doi.org/10.1007/s12528-018-9194-0

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