Asynchronous Learning and Faculty Development: Evolving College-Level Online Instruction and Empowered Learning

A phenomenological study of higher education faculty experiences with course content adaptation, methodological changes, and program assessment, this paper summarizes both psychological and work-effort considerations for creating online learning environments. Using journaling, student responses and interviews, the qualitative, two-year study yielded consistent conclusions regarding the need for supported and interactive development for faculty. Online classroom practices are investigated and a number of navigable and intractable problems are summarized. Implications for higher education practices in program design, faculty development and student learning are also described.