Abstract
To increase student success, higher education needs highly-trained faculty who are prepared to meet the needs of today’s community college students. High-impact faculty professional development is vital to meet that need. With barriers to faculty attendance at traditional, synchronous trainings, leaders are considering alternative options. Using best practices of professional development and Knowles’ theory of andragogy, this quantitative study sought to compare faculty perceptions of learning between synchronous, face-to-face training and online, asynchronous professional development. Regardless of faculty generation, faculty reported a higher perception of learning and impact on their teaching in the online, asynchronous environment as compared to participating in professional development in the face-to-face, synchronous environment.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
