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Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study.

机译：基督教高等教育机构中替代交付系统的当前教师发展实践：定性研究。

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This research study was an investigation of current faculty development practices for alternative delivery systems. Attention was given to faculty development in general as well as specific facets of faculty development for alternative delivery systems. Future or intended faculty development practices were pursued, along with factors that influence decisions related to faculty development practices for alternative delivery systems at Christian graduate institutions of higher education.;The examination of the precedent literature presented theological foundations for the study, current research on faculty development, and current research on alternative delivery systems. The concepts revealed in the literature review focused the structure of the research design and instrumentation.;The presentation of the methodological design included the primary research questions, an overview of the research design and coding criteria, discussion of the research population, samples and delimitations, and the limitations of generalization. This section also discussed instrumentation and procedural processes guiding the research.;The research then offered a summary and analysis of the data, organized according the order of the research questions. Conclusions based upon the research findings included a number of insights.;The principal type of faculty development for alternative delivery systems was consulting or help desk support. The interviewees stated that faculty learned the most from one-on-one sessions tailored to faculty members' specific topics when faculty need "just in time" assistance. The distance education coordinators were available for a faculty "crisis," and many coordinators would venture out into the faculty hallways to offer their services.;The second-most common type of faculty development for alternative delivery systems was the initial training session. Multiple institutions offered (and some required) a 1-3 day faculty boot camp in order to teach online, hybrid, or blended courses. These courses were followed up with journal articles, one-on-one meetings, and other resources. Institutions provided web sites and comprehensive printed notebooks to assist the faculty in their transition to alternative delivery systems. Hands-on training in a lab setting, with small groups of up to four professors, was communicated as the preferred training environment to provide both technical and pedagogical development.;Key Words: Faculty development, alternative delivery systems, distance education, online education, hybrid or blended courses, Great Commission

机译：这项研究是对现有教师发展实践的替代交付系统的调查。总体上重视教师发展以及替代交付系统的教师发展的特定方面。追求未来或预期的教师发展实践，以及影响与基督教高等研究生院另类传授系统的教师发展实践有关的决定的因素。替代性交付系统的开发和当前研究。文献综述中揭示的概念着重研究设计和仪器的结构。方法设计的介绍包括主要研究问题，研究设计和编码标准概述，研究人群，样本和定界的讨论，以及泛化的局限性。本节还讨论了指导研究的仪器和过程过程。然后，研究根据研究问题的顺序对数据进行了总结和分析。根据研究结果得出的结论包括许多见解。替代交付系统教师发展的主要类型是咨询或服务台支持。受访者表示，在教师需要“及时”协助的情况下，教师从针对教师特定主题的一对一课程中学习最多。远程教育协调员可用于教师“危机”，许多协调员会冒险进入教师走廊以提供他们的服务。替代交付系统的第二种最常见的教师发展类型是初始培训课程。多个机构提供（并且有必要提供）1-3天的教师新手训练营，以教授在线，混合或混合课程。这些课程之后是期刊文章，一对一会议和其他资源。院校提供了网站和全面的印刷笔记本，以帮助教师过渡到其他交付系统。交流了在实验室环境中进行的动手培训，最多由四名教授组成的小组，作为提供技术和教学发展的首选培训环境。关键词：教师发展，替代交付系统，远程教育，在线教育，混合或混合课程，大使命

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作者
Yates, Steven Lowell.;
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作者单位

The Southern Baptist Theological Seminary.;

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授予单位 The Southern Baptist Theological Seminary.;
学科 Education Religious.;Education Technology of.;Education Higher.
学位 Ph.D.
年度 2009
页码 241 p.
总页数 241
原文格式 PDF
正文语种 eng
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Current faculty development practices for alternative delivery systems in Christian higher education institutions: A qualitative study.

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