Online Continuing Professional Development: An integrative approach

• Ángélica Risquez ; Dara Cassidy ^[2] ; Gearoid O Suilleabhain ; Roisin Garvey ; Sinead Spain ^[1]
  1. [1] University of Limerick

     University of Limerick

     Irlanda

     
  2. [2] Online Education, Royal College of Surgeons, Ireland
• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 641-648
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external motivator of demonstrating engagement through the digital badge arose in the surveys and focus groups, it did not feature particularly strongly. Implications for CPD are discussed in relation to internal and external drivers and motivations around CPD for higher education teachers, and the need for opportunities for participants to interact and engage in the manner reminiscent of a community of practice approach.