A Qualitative Study on the Perceived Impact Online Asynchronous Professional Development has on Online Adjunct Faculty and Student Engagement in the Online Environment

Abstract

Advances in distance education provide rural and underserved students the opportunity to attend higher education institutions regardless of students' geographic location. With the growth of online programs being offered and the number of adjunct faculty being used, higher education institutions must expand professional development opportunities in a format and delivery method that meet online adjunct faculty's needs.This qualitative study assessed a professional development model that provides online adjunct faculty with AVID for Higher Education's (AHE) high-engagement strategies in an online asynchronous delivery method. This method allowed flexibility for online adjunct faculty to participate at times and locations of their choice. The Design-Based Research framework allowed the researcher to play an active role within the study. Guskey's Five Critical Levels of Professional Development framework assessed the online asynchronous delivery method and the participants perceived this method to be effective in training adjunct faculty. Online adjunct faculty perceived AHE's strategies to increase student engagement and create an environment of inclusiveness. The MEASURE Model was perceived to be effective in providing distance learning facilitators a framework to design an online professional development course.