{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/15759"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/15759","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Enhancing Online Faculty Development Programs During COVID-19 and Beyond: A Multiple Case Study of Faculty Members Teaching Online","abstract":"This study explored how the development needs of faculty members teaching online can inform professional development (PD) programs in higher education (HE), especially after a year and a half of transition to fully online courses due to the pandemic. The research was conducted in a midsize university in Ontario and utilized a multiple case study approach that examined the cases of four faculty members through an emergent process of in-depth interviews. The main criterion used to select participants was an experience with online teaching of at least 1 year. Data were collected from interview responses as well as from documents representing research studies the faculty members wrote about their teaching experience. Multiple cases were constructed using an inductive coding analysis process, and a cross-case analysis was conducted to identify themes common across the cases. Inductive coding was used to analyze the data. Findings revealed that faculty PD programs should be diversified when it comes to program format, duration, regularity, and topics. Programs differentiated in these ways are essential to accommodate diverse PD needs as well as the different stages of online faculty members’ development of expertise. One-time PD events may not offer the best opportunity to develop faculty members. Informal learning opportunities such as learning communities, research publishing, and mentoring are the most preferred and should be prioritized. HE institutions play an important role in enhancing PD programs either directly through improving program design or indirectly through modifying institutional policies and budgets.","abstract_html":"This study explored how the development needs of faculty members teaching online can inform professional development (PD) programs in higher education (HE), especially after a year and a half of transition to fully online courses due to the pandemic. The research was conducted in a midsize university in Ontario and utilized a multiple case study approach that examined the cases of four faculty members through an emergent process of in-depth interviews. The main criterion used to select participants was an experience with online teaching of at least 1 year. Data were collected from interview responses as well as from documents representing research studies the faculty members wrote about their teaching experience. Multiple cases were constructed using an inductive coding analysis process, and a cross-case analysis was conducted to identify themes common across the cases. Inductive coding was used to analyze the data. Findings revealed that faculty PD programs should be diversified when it comes to program format, duration, regularity, and topics. Programs differentiated in these ways are essential to accommodate diverse PD needs as well as the different stages of online faculty members’ development of expertise. One-time PD events may not offer the best opportunity to develop faculty members. Informal learning opportunities such as learning communities, research publishing, and mentoring are the most preferred and should be prioritized. HE institutions play an important role in enhancing PD programs either directly through improving program design or indirectly through modifying institutional policies and budgets.","abstract_has_math":false,"creators":["Saddik, Wessam"],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05-17T15:52:59Z","date_published":"2022-05-17T15:52:59Z","updated_at":"2026-07-24T01:23:02Z","subjects":["Online faculty development","faculty development needs","development programs for faculty in Higher Education","multiple case studies of faculty development","online faculty as adult learners"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/15759","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Saddik, Wessam"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-17T15:52:59Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-17T15:52:59Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-05-17T15:52:59Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Online faculty development","faculty development needs","development programs for faculty in Higher Education","multiple case studies of faculty development","online faculty as adult learners"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/15759"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored how the development needs of faculty members teaching online can inform professional development (PD) programs in higher education (HE), especially after a year and a half of transition to fully online courses due to the pandemic. The research was conducted in a midsize university in Ontario and utilized a multiple case study approach that examined the cases of four faculty members through an emergent process of in-depth interviews. The main criterion used to select participants was an experience with online teaching of at least 1 year. Data were collected from interview responses as well as from documents representing research studies the faculty members wrote about their teaching experience. Multiple cases were constructed using an inductive coding analysis process, and a cross-case analysis was conducted to identify themes common across the cases. Inductive coding was used to analyze the data. Findings revealed that faculty PD programs should be diversified when it comes to program format, duration, regularity, and topics. Programs differentiated in these ways are essential to accommodate diverse PD needs as well as the different stages of online faculty members’ development of expertise. One-time PD events may not offer the best opportunity to develop faculty members. Informal learning opportunities such as learning communities, research publishing, and mentoring are the most preferred and should be prioritized. HE institutions play an important role in enhancing PD programs either directly through improving program design or indirectly through modifying institutional policies and budgets."]},{"key":"dc:title","label":"Title","values":["Enhancing Online Faculty Development Programs During COVID-19 and Beyond: A Multiple Case Study of Faculty Members Teaching Online"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Saddik, Wessam"],"dc:date.accessioned":["2022-05-17T15:52:59Z"],"dc:date.available":["2022-05-17T15:52:59Z"],"dc:date.issued":["2022-05-17T15:52:59Z"],"dc:description.abstract":["This study explored how the development needs of faculty members teaching online can inform professional development (PD) programs in higher education (HE), especially after a year and a half of transition to fully online courses due to the pandemic. The research was conducted in a midsize university in Ontario and utilized a multiple case study approach that examined the cases of four faculty members through an emergent process of in-depth interviews. The main criterion used to select participants was an experience with online teaching of at least 1 year. Data were collected from interview responses as well as from documents representing research studies the faculty members wrote about their teaching experience. Multiple cases were constructed using an inductive coding analysis process, and a cross-case analysis was conducted to identify themes common across the cases. Inductive coding was used to analyze the data. Findings revealed that faculty PD programs should be diversified when it comes to program format, duration, regularity, and topics. Programs differentiated in these ways are essential to accommodate diverse PD needs as well as the different stages of online faculty members’ development of expertise. One-time PD events may not offer the best opportunity to develop faculty members. Informal learning opportunities such as learning communities, research publishing, and mentoring are the most preferred and should be prioritized. HE institutions play an important role in enhancing PD programs either directly through improving program design or indirectly through modifying institutional policies and budgets."],"dc:identifier.uri":["http://hdl.handle.net/10464/15759"],"dc:language.iso":["eng"],"dc:subject":["Online faculty development","faculty development needs","development programs for faculty in Higher Education","multiple case studies of faculty development","online faculty as adult learners"],"dc:title":["Enhancing Online Faculty Development Programs During COVID-19 and Beyond: A Multiple Case Study of Faculty Members Teaching Online"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:02Z"}