Hobson, C. (2022). Improving online teaching skills of community college faculty through experiential training at a California community college (Publication No. 29256508) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global.

Abstract:

“The purpose of this qualitative phenomenological study was to examine experiential training as a best practice for preparing community college faculty to teach online. Using the TPACK framework, the study reviewed the impact of providing faculty training related to technology tools and pedagogy for course design to learn about participants’ perceptions surrounding a Distance Education Academy. Ten faculty, who successfully completed the Academy, participated in one-on-one, in-depth, semi-structured Zoom interviews. Data analysis led to three major themes: (1) takeaways related to experiential training by mirroring the student experience through the modeling of teaching standards, student support, and layout and design of a course and its content; (2) an increased technology preparedness for online teaching through technology tool use and training; and (3) support for requiring the Academy before scheduling faculty to teach online. The use of experiential training for faculty provided an opportunity to obtain technological and pedagogical skills in a setting similar to that of participants’ students. Participants created lessons using teaching and learning tools as they increased knowledge related to those tools. Faculty gained empathy and understanding of their online students, and significantly improved their accessibility understanding and accessible course content. Faculty left the Academy with an orientation module and two-weekly course modules as a template for to complete the rest of their quality online course.”