CoChat
Sign Up
Cited by 5Education during COVID-19 pandemicEvaluation of Teaching PracticesOnline and Blended Learning

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Exploring Faculty Perceptions of Professional Development Support for Transitioning to Emergency Remote Teaching

Redstone, Ana, Luo, Tian·2021·Journal of Applied Instructional Design
DOI 10.51869/102/artl
Open this paper in CoChat — free account

Abstract

Professional development (PD) for instructors at higher education institutions offering online courses is important for assuring the quality of online programs. However, PD opportunities for faculty members have often been piecemeal and inadequate. In light of the COVID-19 pandemic that forced instructors around the world to teach online, PD has become even more critical to the success of the instructors, students, and institutions themselves. This paper describes research conducted at a large university in the United States that used a survey developed to operationalize Baran and Correia’s (2014) holistic Professional Development Framework for Online Teaching (PDFOT). The survey identified strengths and weaknesses in PD support that could be targeted for growth and improvement. Key findings include a need to bolster support at each of the teaching, community, and organizational levels. Recommendations for addressing improvements are discussed.

Overview

Integrity signals

Registry

Crossref · 10.51869/102/artl

Cites

0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

The publisher hasn’t deposited this paper’s reference list.

Cited by

Sorted by citations

See all 5

Related

See all

Metadata

Authors
Redstone, A., & Luo, T.
ORCID
Venue
Journal of Applied Instructional Design
Publisher
Association for Educational Communication and Technology
Published
2021-05
Volume
10
Issue
2
ISSN
2160-5289 (ISSN-L)
DOI
10.51869/102/artl
OpenAlex
W3161870813
Cited by
5
References
0
Citations by year
2026: 1 · 2025: 1 · 2024: 1 · 2022: 2
FWCI
1.32
Type
journal article
Language
en
Open access
closed
Locations
Journal of Applied Instructional Design (publishedVersion)
Topics
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Online and Blended Learning
Keywords
faculty professional development, emergency remote teaching, online learning, COVID-19 pandemic, higher education teachers, online course quality, teacher perceptions, teaching support, organizational support

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review