Issues of Faculty Training for Online Courses - Research Paper Example

Issues of Faculty Training for Online s Issues of Faculty Training for Online s The need for Faculty Training for Online courses is a major challenge for the ever increasing growing shift in education (Slade & Kascus 2000). The major problem is the inability by the stakeholders to design a sound and working design that can deliver these course offered. There is an urgent need to design a website that deals with the tutorials in order to sensitize and exposed learners on how to design, establish and implement technology and internet-based instructional resource to fuel the system.

Robert and Sari (2006), provides the faculty stakeholders with a clear understanding of how quality research in education is significant in examining historical and theoretical underpinnings. The authors incorporates qualitative research in educations so as to mitigate the issues circumventing around online trainings based on knew knowing patterns. The authors takes an approach of sociological perspective but showcases alterations in conceptualization of qualitative research resulting from feminist and post-structural thought.

The emphasis on technology and qualitative analysis software in qualitative research assist faculty stakeholders and learners in technology utilization as well as its efficient installation and incorporation which is beneficial to online training. However the outstanding issues in online training such as faculty compensation, faculty workload and faculty selection need to be addressed urgently. Compensation and incentives are motivating factors to faculty and hence should be addressed based on course-load, incentives and perks and promotional (In Shattuck, 2014).

The Faculty Workload is also a factor it determines the number of hours work and not how course count. This also incorporated class sizes. Another issue is the issue of Faculty Selection which is the driving force behind distance education program. There is need for proper selection of academically qualified faculty to deliver. This should consider academic review with increased technical and instructional skills. Computer proficiency should form the major benchmark for faculty selection as there is not automatic guarantee for those who have excelled in some fields to be good online tutors.

ReferenceIn Shattuck, K. (2014). Assuring quality in online education: Practices and processes at the teaching, resource, and program levels. Robert C. Bogdan and Sari Knopp Biklen. (2007), (5th edition). Qualitative Research for Education: An Introduction to Theories and Methods. ISBN number 0205482937 or 9780205482931.Slade, A. L., & Kascus, M. A. (2000). Library services for open and distance learning: The third annotated bibliography. Englewood, Colo: Libraries Unlimited.