[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599076-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599076-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","multidisciplinary-team-based-model-for-faculty-supports-in-online-learning-study","Multidisciplinary Team-Based Model for Faculty Supports in Online Learning - Study","","Qualitative study examines how three newly appointed online instructors experience a multidisciplinary, team-based course development model and how those experiences can transform their knowledge of teaching and learning. In-depth individual interviews during course development provide participant perspectives. Cross-case analysis emphasizes critical reflection and discourse, while also highlighting time-management concerns and the need for development teams to treat instructors as novice learners. Findings suggest the model offers a strong foundation for online course development and sustained faculty support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/multidisciplinary-team-based-model-for-faculty-supports-in-online-learning-study/599076/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/multidisciplinary-team-based-model-for-faculty-supports-in-online-learning-study/599076.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the primary purpose of the qualitative study?","Question",{"text":63,"@type":64},"To explore how three new online instructors experience a multidisciplinary team-based faculty support model and how those experiences may be transformative regarding pedagogical knowledge of teaching and learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which theory framework guides the analysis?",{"text":68,"@type":64},"The study uses cross-case analysis grounded in Cranton’s (2002) adaptations to transformative learning theory, related to Mezirow (1996).",{"name":70,"@type":61,"acceptedAnswer":71},"What does the course development process include?",{"text":72,"@type":64},"It includes four distinct and iterative stages: planning and initial development, beta-testing, course development, and later stages that incorporate feedback through design, review, reflection, revision, and finalization.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599076,1792165938,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Multidisciplinary Team-Based Model for Faculty Supports in Online Learning  \nBev King, Christina Dinsmore, Antoinette Thornton, Wanda Beyer, Keren Akiva, CJ Dalton  \nThis study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’perspectives. Analysis reveals faculty reflectedpositively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton’s (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge timemanagement concerns and to consider instructors as novice learners is recognized as an essential requirement to online course development.  \nLa présente étude se penche sur l’expérience de trois nouveaux instructeurs en ligne utilisant un modèled’élaboration de cours multidisciplinaire fondé sur le travail d’équipe. Nous nous demandons comment cetteexpérience est susceptible de transformer leur connaissance de l’enseignement et de l’apprentissage. Des entrevuesindividuelles approfondies avec les instructeurspendant l’élaboration des cours nous ontpermis d’observer le point de vue des participants. Selon notre analyse, les enseignants ont formulé des réflexions positives au sujet du processus d’élaboration dans son ensemble. Ils ont dit vouloir incorporer leurs nouvelles connaissances dans la conception de leurs cours à l’avenir, ce qui suggère que le modèle constitue une assise solidepour l’élaboration decours en ligne etpour le soutien des enseignants. Fondés sur une analyse transversalefaisant usage des adaptations de Cranton (2002) aux théories de l’apprentissage transformationnel, nos résultats mettent en relief l’importance de la réflexion critique et du discours dans le processus d’élaboration des cours. Enfin, nous prenons acte dufait que l’équipe d’élaboration des cours doitprendre en compte lespréoccupations en matière de gestion du temps et doit considérer les instructeurs comme des apprenants débutants. Ce sont là des exigences essentielles pour l’élaboration de cours en ligne.  \nMultidisciplinary Team-Based Model for Faculty Supports in Online Learning  \nWheilxeploonredline  \ninstructors”  \nlearning was previously only by “venturesome or “early adopters” (Wilson  \nand Stacey, 2003, p. 543), it is now widely accepted in mainstream education (Donovan et al., 2018) . With the recent increase in online course offerings, academics are now challenged to be experts in both on-campus and online instruction. One of the main barriers to teaching online is a lack of adequate training and support to transition from teaching in the face-to-face environment to online learning (e.g., Bower, 2001; Covington, Petherbridge, & Warren, 2005; Donovan et al., 2018; Kebritchi, Lipschuetz, & Santiague, 2017) . These supports help to overcome attitudinal barriers toward online teaching, and provide the skills and knowledge required to enable stronger pedagogical and technological course design. Empowering faculty to make the leap to online design and delivery is a complex endeavour, requiring focused interventions that mitigate instructors’concerns and enable a shift from faculty teaching to student learning (Allen, 2017; Barker, 2003; Brown, 2016; Giovanni & Tesone, 2004; Kraglund-Gauthier, Chareka, Orr, & Foran, 2010; Riches & Benson, 2011) .  \nThe primary purpose of this qualitative study is to explore how three new online instructors experience a multidisciplinary team-based faculty support model","cbCaiqa2sfO5mcfF","https://ap.wps.com/l/cbCaiqa2sfO5mcfF","pdf",1628674,12,"English","# Multidisciplinary Team-Based Model for Faculty Supports in Online Learning\n## Study Purpose and Research Questions\n## Multidisciplinary Team Approach to Online Course Development\n## Course Development Stages","[{\"question\":\"What is the primary purpose of the qualitative study?\",\"answer\":\"To explore how three new online instructors experience a multidisciplinary team-based faculty support model and how those experiences may be transformative regarding pedagogical knowledge of teaching and learning.\"},{\"question\":\"Which theory framework guides the analysis?\",\"answer\":\"The study uses cross-case analysis grounded in Cranton’s (2002) adaptations to transformative learning theory, related to Mezirow (1996).\"},{\"question\":\"What does the course development process include?\",\"answer\":\"It includes four distinct and iterative stages: planning and initial development, beta-testing, course development, and later stages that incorporate feedback through design, review, reflection, revision, and finalization.\"}]","Multidisciplinary Team-Based Model for Faculty Supports in Online Learning - Study | PDF",1792088128]