Design Recommendations for Self-Paced Online Faculty Development Courses
Bibliographic Data
| ID | 12817273 |
|---|---|
| Authors | Melissa Rizzuto (0000-0003-1789-7013, Florida SouthWestern State College, corresponding author) |
| Year | 2016 |
| Volume | 61 |
| Issue | 1 |
| Pages | 77-86 |
| Publication date | 2016-10-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-016-0130-8 |
| OpenAlex | W2537820738 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
Artifact (error · Educational technology · Faculty Development · Higher education · Instructional design · Mathematics education · Medical education · Pedagogy · Professional development · Qualitative property · Rubric · Transformative learning · Variety (cybernetics · Adult and Continuing Education Topics · Computer Science · Higher Education Practises and Engagement · Medicine · Online and Blended Learning · Psychology
The Adult Learner
The reflective practitioner
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
A Research Agenda for Online Teacher Professional Development
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |