5.3 Enhancing online instruction in higher education: professional  (Page 2/5)

The first key aspect of this professional development program was to develop a structure that addressed immediate needs, but was adaptable for long term sustainability. Therefore, we began with some of the fundamental structures that reflected our philosophy, why we thought technology training was important, and professional development practices that formed the foundation for ongoing training. The following highlights some of the key components of an effective technology training program that we embraced.

Key components of an effective technology training program in higher education

University professors who plan to be effective in their field need to equip themselves with the knowledge and skills necessary to transition from face-to-face teaching to high-quality, online-accessible, 24/7 education for their students. This is extremely important because technology is an evolving industry that requires ongoing training and application for maximum proficiency. It is particularly important for university professors, because most of them have grown up in an environment where technology was in its infancy. Technology is now an integral part of our students' daily lives and is essential to the growth of education and our society as a whole.

Higher education professors must engage in ongoing technology training so they can appropriately respond to the needs and learning styles of current students. Technology training must include a comprehensive approach to teaching — utilizing all the technology tools available to move beyond web conferencing technology to an all-inclusive instructional approach that promotes engagement, collaboration, communication, and performance. In addition, technology training must include critical dimensions that engage faculty taking into consideration their schedules, the university environment, and the importance of building a learning community that promotes ongoing personal growth. Some of the key components of a technology training program that has proven to be successful that ensures ongoing learning and application of skills include the following. The professional development program:

• Addresses integration of technology in the context of the conceptual framework for the college (Gretchen, 2003).
• Has full and open support of the institution; and is flexible and very professional (Weaver, Robbie,&Borland, 2008).
• Has an established technology infrastructure that provides technology resources, training, and ongoing support
• Have mechanisms in place to address technical issues with hardware, software, and technology challenges.
• Has a balanced combination of pressure and support (Gretchen, 2003).
• Is delivered by staff with recognized expertise and credibility in online teaching (Weaver, Robbie,&Borland, 2008).
• Establishes working relationships among faculty and staff which is a powerful factor in the implementation and continuation of efforts at change (Gretchen, 2003).
• Builds capacity by increasing the number of faculty and staff participating in the change (Fullan, 2001).
• Provides opportunities for faculty and staff to present examples of how they have used technology in their courses and discuss the details of development, implementation, success and challenges.
• Offers multiple options of ongoing support.