Document Type
Contribution to Books
Publication Date
2017
Page Numbers
187-196
Abstract
The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge of assessment strategies to measure student learning. Limitations of this study are noted and recommendations have been provided which may be useful to both faculty professional developers as well as instructors seeking to improve their teaching and learning.
Copyright Statement
Copyright by AACE. Reprinted from the with permission of AACE (http://www.aace.org).
Recommended Citation
Bose, Devshikha and Grover, Lana. (2017). “Teaching Faculty: A Model of Professional Development for Mobile Learning Integration in Higher Education”. In L. Liu and D. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2017 (pp. 187-196). Association for the Advancement of Computing in Education.
Comments
Note: Table of Contents has a conflicting error and lists the title as "Faculty Perceptions on an Instructional Designer Supported Faculty Peer Instruction Model of Professional Development". Title listed here is on the final published version of the book chapter itself.