Exploring the Long-Term Influence of the Online Course Design Primer on Faculty Teaching Practices Using the Kirkpatrick Evaluation Model

The rapid shift to emergency remote teaching (ERT) during the COVID-19 pandemic created an urgent demand for online faculty development programs to assist faculty transitioning to online education. This study examines the long-term influence of the Online Course Design Program (OCDP) on faculty participants’ teaching practices using the Kirkpatrick Evaluation Model as a framework to assess reaction, learning, and behavior change. Through a qualitative case study approach, this research employs thematic analysis to analyze data from faculty interviews conducted in 2021 and 2024 and interviews with OCDP facilitators and researcher’s memos. Findings reveal that while faculty initially engaged with the OCDP to navigate ERT, many experienced sustained teaching transformations in their pedagogical approaches over time. This study provides insights into what participants valued in the OCDP, particularly their preferred ways of learning, the online teaching practices that carried over to in-person instruction, and the long-term changes that support continuous improvement in their teaching. This research informs future faculty development initiatives by emphasizing the need for sustained support structures beyond initial training. It also highlights the importance of conducting long-term faculty development evaluations to assess their effectiveness.

Author

• Fong, Wai Ling

• Faculty Development
• Faculty Teaching Practices
• Kirkpatrick Evaluation Model
• Long-Term Assessment
• Online Faculty Development
• Online Teaching Practices

Identifier

hdl:1920/14764

OAI identifier oai:identifier

oai:MARS:1920/14764