Faculty Professional Learning: An Examination of Online Development and Assessment Environments - Teaching through Multi-User Virtual Environments - page 72

the program was designed to improve
participants' general attitudes toward com-
puters, increase their level of competence
in using computers as instructional tools,
and raise their awareness of the usefulness
of computers in enhancing teaching and
learning” (Bennett & Bennett, 2003, pp.
57-58). Currently, instructional design ap-
plied to Web-based learning environments
is guided by the principles of instructional
systems design (Kandlbinder, 2003; Oliver &
Herrington, 2003). In this respect, we argue
that faculty course designs need to be guided
by a theoretical perspective that gives cen-
tral importance to both theoretical learning
processes and practical knowledge among
staff members. Also, this body of research is
interpreted by “Instructional design theorists
[who] often follow a time-honoured formula
of: (a) absorbing original research in a related
discipline, (b) developing a heuristic model
of practice based on that original research,
and (c) offering that simplified model of
practice to instructional design practitioners”
(Wilson, 2004, p. 81). Therefore, FPL that
incorporates the following four-stage design
process, which is customized to the needs of
participant instructors, is an efficient strategy
for conducting any research study:
a. The design of sequenced, structured
and comprehensive lessons follow-
ing an outcomes-based approach.
Therefore, FPL design incorporates an
array of structural features: “Research
has itemized aspects of design from an
instructional perspective, such as the
use of the technology, instructional
objectives, testing, multimedia materi-
als and the learning activities that arise
through combinations of these aspects”
(Ellis, Ginns & Piggott, 2009, p. 306).
We emphasize in particular the require-
ment of learning activities to engage
and direct the participating faculty

members in the process of acquisition
of teaching knowledge, and also, the
development of teaching and learning
capacities that are applied or transferred
to classroom settings.
b. The design and condition of com-
munication supports for the online
participants to scaffold the teaching-
learning process. Furthermore, to
provide meaningful forms of feedback,
and to share ideas and problems with
colleagues.
c. The design and arrangement of the
learning resources needed by the par-
ticipant instructors to complete the set
activities successfully and to facilitate
guidance.
d. The design and specification of courses
to give the universities and institutions
feedback on matters related to partici-
pant instructors' learning.
(2) Dialogue among course participants about
their teaching beliefs and intentions . A fac-
ulty member's teaching belief is a personal
judgment about his or her competence at
engaging students in the learning process
to attain learning results. There is a large
body of theory and research supporting the
notion that such beliefs are a consideration
for FPL. Thus, evidence from one study sug-
gests that “Teachers with high self-efficacy
beliefs are likely to engage in a wide range
of more productive teaching practices than
teachers with low self-efficacy” (Postareff,
Lindblom-Ylänne & Nevgi, 2008, p. 31).
(3) Connecting theory and practice . Teaching
capabilities are abilities on the part of the
individual faculty member to work ac-
tively, persistently and carefully to bring
the worlds of theory and practice together.
As expressed by Gibbs and Coffey (2004,
p. 89): “Much training is explicitly oriented
towards developing teachers' teaching skills,
especially their classroom practice”. This is