PD Focused on Faculty Perception of Online Teaching

Penn State Logo in conjunction with the text A Professional Development program for Instructional Designers

ID2ID Goal Morphed

Our goal for the ID2ID program was to create a taxonomy of faculty types, but has changed over time. We realized that rather than putting faculty into various boxes to help us manage our expectations, we simultaneously realized that it’s not that simple. We decided that we wanted a meaningful way to learn more about faculty before partnering in a course build. In turn, our goal morphed into creating a self assessment that would allow faculty to self identity their motivations and competencies in online course facilitation and design. We started looking at the research and see if anything existed about how faculty perceive online teaching and learning. 

Faculty Perceptions of Online Teaching

The article, Examining Faculty Perception of Their Readiness to Teach Online by Martin, Budrani, and Wang (2019) started to uncover what we were really after; research about faculty perceptions and motivations. The study measured faculty’s attitudes about online teaching competencies and perceptions of their ability to confidently teach online. We learned that in order for faculty to confidently and competently teach online, they need to be prepared in course design, course communication, time management, and technical competence. 

My New Awareness & Development

One of the biggest realizations I had from reading about faculty perception is that my expectation of faculty has been biased and unrealistic. In striving to meet aggressive course build deadlines, while also forming a trusting faculty/ID partnership, I had begun to subconsciously label faculty partnerships based upon their ability to produce or build a course. If faculty couldn’t meet their deadline with me, then I couldn’t fulfill my deadline to the institution. However, this limited view doesn’t allow for me to fully understand the faculty member I’m working to form a healthy working relationship with. By taking a step back and looking at where my partner is coming from and how they perceive online teaching, I am better able to meet faculty where they are. This is a stronger place for beginning an online course collaboration. 

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