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    Online Professional Development: The Experiences of a First-Time Facilitator

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    etd-11082005-120454.pdf (1.677 Mb )
    Author
    Gammill, Renee
    Item Type
    Dissertation
    Advisor
    Hare, R Dwight
    Olinzock, Anthony A.
    Committee
    Stumpf, Arthur D.
    Davis, James E.
    Durrington, Vance A.
    Metrics
    
    Abstract
    Donmoyer (1990) suggested that knowledge gained from our own experiences or that of others may be applied to the improvement of practice. The purpose of this study was to provide insight into the experiences of a first-time online facilitator. The research question for this study was: How does a first-time facilitator understand the process of delivering instruction in an online environment? A case study design was applied to this research. The researcher/participant was the case under study in the context of the delivery of online instruction. The researcher who was also the online instructional facilitator experienced the process of delivering online instruction for the first time. The use of this method provided a first-hand perspective of the experiences of an online facilitator. The study was conducted in two phases. During Phase I, the researcher/participant participated in a train-the-trainer program that was delivered using the Blackboard® learning management system. During Phase II, the researcher/participant facilitated an online professional development session created during the training. Data were collected from a variety of sources, including journaling, interviews with a master trainer and other online facilitators, and analysis of course materials and completed assignments. Three themes emerged from the data. The themes were: (a) time, (b) adherence to standards, and (c) absence of physical presence. Recommendations included: (a) alignment of training and evaluation with professional development and content standards, (b) awarding of credit based on demonstrations of learning and student achievement, (c) facilitator awareness of non-instructional responsibilities, (d) training and support for the efficient use of technology to manage administrative and support tasks, (e) enforcement of completion deadlines, (f) provision of feedback on assignments, (g) implementation of additional opportunities for collaboration, (h) participant and facilitator awareness of time and paper needed for learning and record-keeping tasks, (i) training for participants without demonstrated technology proficiency, (j) implementation of a blended training approach, and (k) investigation of web-based publications for use in the delivery of online professional development.
    Degree
    Doctor of Philosophy
    Major
    Educational Technology
    College
    College of Education
    Department
    Department of Instructional Systems, Leadership and Workforce Development.
    URI
    https://hdl.handle.net/11668/19445
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    • Theses and Dissertations
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    Mississippi State University Libraries
    395 Hardy Rd
    P.O. Box 5408, Mississippi State, MS 39762-5408
    (662) 325-7668
    (662) 325-0011
    (662) 325-8183
    Contact repository admin Report a problem Terms of use Privacy policy Accessibility MSU Legal
     

     

    Mississippi State University Libraries
    395 Hardy Rd
    P.O. Box 5408, Mississippi State, MS 39762-5408
    (662) 325-7668
    (662) 325-0011
    (662) 325-8183
    Contact repository admin Report a problem Terms of use Privacy policy Accessibility MSU Legal