https://orcid.org/0000-0001-8548-139X
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ABSTRACT
Extensive research has been published on pedagogical approaches for online courses across traditional, theory-based curricula within business, education, and health care. However, there has been less research on pedagogical approaches for online courses within trade or professional disciplines, like journalism, which require high levels of authentic or experiential learning. The transactional distance between instructors and students, campus spaces and students, and students and students, create different challenges for developing collaborative experience and industry-specific skills. If faculty do not receive training on now to handle these challenges, both students and programs can suffer. Viewed through the Online Human Touch and TPACK frameworks, this qualitative multiple case study explored how four journalism and mass communications (JMC) programs approach the training and support of full-time and part-time faculty to teach online. Results include single case descriptions and cross-case analyses. Data analysis revealed non-mandatory training opportunities, instructional design support, and sustained efforts by administrators and staff to increase faculty buy-in to the efficacy of online learning. Implications are discussed for JMC educators offering, or considering offering, online courses, certifications, or degree program.
Acknowledgements
Thank you to the anonymous reviewers, and to the following colleagues who provided invaluable feedback to the manuscript: Dr. Rebecca Clothey, Ague Mae Manongsong, Alysha Meloche, Amanda Reinsburrow, Mark Petrovich, Jr., and Shadi Dini. Thank you also to the educators at each institution who embraced and supported this study. Your cooperation is deeply appreciated.
Disclosure Statement
No potential conflict of interest was reported by the author(s).