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Online Faculty Development Program -A Case Study

机译：在线教师发展计划 - 案例研究

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There has been a phenomenal growth of higher education in India since independence. There were only 20 Universities and 500 colleges at the time of independence (1947). Currently these numbers have increased to 24 times in the case of Universities, 52 times in the case of Colleges and 49 times in terms of student enrolment in the formal system of higher education. During the past two decades there has been a rapid expansion of the higher education system in India. The increasing demand of higher education needs to be understood in terms of the system's enrolment capacity, programme focus, regional balance, modes of delivery, quality and credibility, etc. In order to achieve and maintain high growth rate of the economy, it is essential to broaden the base of the system of higher education in the country and simultaneously ensure maintenance of requisite standards. There are serious issues involved, when a traditional university moves faculty from a conventional method to a digital learning environment without providing them with adequate technological and pedagogical training and resources. Web-based teaching raises new questions about the very role of faculty in course design and administration. Recent technological changes have propelled a change in the way modern universities think about their educational delivery systems, and have significantly impacted on the nature of modern education. To accommodate these new roles, faculty involved in Web-based education needs pedagogical and technical training. Pedagogical training is necessary for faculty to take full advantage of the new learning opportunities opened up by the Web. A linear transfer in class lectures to the Internet will ignore the strengths of the new technology. Technical training is also needed for faculty to effectively develop and deliver course content, assistance. In addition, faculty may require some training in content analysis, so that they can extract from the students, textual (or multi media) messages which are usually found in face-to-face education, such as body language, facial expression and other nonverbal communication. Web-based education is in its infancy. Things are evolving and changing as we enter the 21stcentury. Nothing in society will remain immune from technological change. Selling, marketing, buying, advertising, banking, and even education are going through an unprecedented revolution, changing the boundaries of time, place and language, as well as gender, race, nationality, economy and religion. Under the scheme of National Mission on Education through Information and Communication Technology (NMEICT), more than 800 courses in various disciplines in engineering and science have been created and are available on-line under National Programme on Technology Enabled Learning (NPTEL). Indian Institute of Technology, Bombay (IIT -B) conducted series of workshops through various remote centres across the country, under an initiative by the Ministry of Human Resource Development (MHRD) to upgrade the knowledge and skills of faculty who play a critical role in Engineering Education. Years of research have identified the capabilities needed for an effective online training program and how they apply to the asynchronous learning environment. This research has been the basis for the development of most of the tools that are now available. The feedback was collected through online method and also using google forms. The response for the google form was not encouraging and a short analysis was done with 1173 responses. However, overwhelming responses was there from the teachers (8900 online forms) and still the data collection is in progress. Response from 950 teachers who were handling the subjects in the classrooms was recorded in camera. An attempt has been made in this study to interview the stakeholders at different levels for evaluation and al
机译：自独立以来印度高等教育的现象增长。独立时只有20所大学和500所大学（1947年）。目前，这些数字在大学的情况下增加到24倍，在高校案例中的52倍，在高等教育的正规教育中的学生注册方面有49倍。在过去的二十年中，印度高等教育体系迅速扩张。在系统的注册能力，计划重点，区域平衡，交货，质量和可信度等方面，需要了解高等教育需求的需求。为了实现和维持经济的高增长率，这是必不可少的扩大该国高等教育系统的基础，同时确保维护必要的标准。当传统大学从传统方法移动到数字学习环境的情况下，有严重的问题，而不为他们提供足够的技术和教学培训和资源。基于网络的教学提出了关于教师在课程设计和管理中的作用的新问题。最近的技术变革推动了现代大学对其教育交付系统的看法的变化，并对现代教育的性质显着影响。为了适应这些新的角色，参与基于网络教育的教师需要教学和技术培训。教学培训是教师所必需的，充分利用网络开放的新学习机会。对互联网的课堂讲座的线性转移将忽视新技术的优势。工师还需要技术培训，以有效发展和提供课程内容，援助。此外，教师可能需要在内容分析中进行一些培训，以便他们可以从学生，文本（或多媒体）消息中提取，这些消息通常在面对面教育中发现，例如肢体语言，面部表情和其他非语言沟通。基于网络的教育是在其初期的。当我们进入21时，事情正在不断发展和变化 st 世纪。社会中的任何内容都不会免受技术变革的影响。销售，营销，购买，广告，银行业，甚至教育正在经历前所未有的革命，改变时间，地方和语言的界限，以及性别，种族，国籍，经济和宗教。根据国家教育的计划通过信息和通信技术（NMEICT），在工程和科学中的各个学科中的800多个课程已经在全国技术方案中可以在线上学习（NPTEL）。印度理工学院，孟买（IIT -B）通过人力资源开发部（MHRD）的一项倡议进行全国各地的各种偏远中心进行一系列研讨会，升级了发挥关键作用的教师的知识和技能工程教育。多年的研究已经确定了有效的在线培训计划所需的能力以及它们如何适用于异步学习环境。这项研究是开发现在可用的大部分工具的基础。通过在线方法并使用Google表单收集反馈。谷歌表格的响应不鼓励，并在1173次回复中进行了简短的分析。但是，压倒性的反应是来自教师（8900在线表格），并且仍然正在进行数据收集。在课堂上处理受试者的950名教师的回应被记录在相机中。在本研究中取得了一种尝试，以便在不同级别的评估和AL采访利益相关者

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