Humanizing college online instruction
The effects of professional development on faculty perceptions and instructional practices
Bibliographic Data
| ID | 21653014 |
|---|---|
| Authors | Di Xu (0000-0001-5464-9858, California Department of Education, corresponding author), Yujia Liu (0009-0003-6439-7334, Kansas State University), Zhiling Meng Shea (0000-0003-1753-4319, The Ohio State University), Kimberly Vincent-Layton (0000-0002-3084-3426, Cal Poly Humboldt), Jeffrey White (0000-0003-1306-0435), Jeffrey D White (0000-0002-0805-5706, Cal Poly Humboldt), Michelle Pacansky-Brock (Foothill College) |
| Year | 2025 |
| Volume | 65 |
| Pages | 100998 |
| Publication date | 2025-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Internet and Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1096-7516 • E-ISSN: 1873-5525 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.iheduc.2025.100998 |
| OpenAlex | W4407158263 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
The rapid growth of online learning has raised concerns about quality and equity in virtual education. This study introduces the Humanizing Online STEM Academy, a six-week professional development program designed specifically to promote humanizing and inclusive teaching within STEM college online courses. We document in detail the Academy's design and instructional approach, and examine its impact on the perceptions and instructional practices of 79 faculty participants from eight California institutions, using pre- and post-Academy surveys and in-depth interviews. Results indicate that participants found the humanizing elements covered in the Academy highly beneficial for building trust with students. Post-Academy, instructors reported increased confidence in online teaching, stronger belief in their ability to address equity gaps, and enhanced support for diverse student backgrounds. Their instructional approaches also evolved to prioritize interpersonal interactions and individual student needs. Interviews revealed heightened awareness of student diversity and intentional efforts to accommodate it. • Study designs and assesses a PD to humanize college online STEM courses. • Surveys and interviews examine instructor perception and practice changes. • Participants found PD elements highly beneficial for building trust with students. • Improved participant confidence in teaching online and addressing equity gap. • Participants adapted teaching to prioritize personal interaction and student needs
Faculty Development · Instructional design · Mathematics education · Medical education · Multimedia · Online learning · Pedagogy · Perception · Professional development · Computer Science · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |