Developing Pedagogical Competence in Online Environments: A Narrative Inquiry of Faculty Development in Higher Education

The authors examined a narrative approach that may lead to improvements as faculty develop their skills to use the internet for delivery of instruction. The design of this study relied on an interview process that empowered both researchers to create their own narratives as they constructed their concerns and motivations about online pedagogy. The narratives were analyzed for generative themes. Two themes related to changes in the faculty as a result of completing the online module development processes seemed to emerge: empowerment and competence. Both themes were related to two current educational psychology theories. One theory emphasizes developing a self-regulated learner able to be in control of his own learning. The other stresses the importance of the teacher as a mediator of instruction. The authors identify and discuss three important factors that influence faculty development of online pedagogical competence: a) having a shared goal for developing online instructional modules, b) emphasizing each partner's unique areas of expertise, and c) providing encouragement and support to go beyond current comfort levels. (Contains 1 table and 1 figure.)