Developing Technical Competence for the Virtual Classroom

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  • Title: Developing Technical Competence for the Virtual Classroom: Managing Technology-driven Pedagogy, Faculty Development, and the Hidden Workload
  • Author(s): Rebecca McPherson, D. Tevis Noelting
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Common Ground Open
  • Journal Title: The International Journal of Technologies in Learning
  • Keywords: Technical Competence, Virtual Pedagogy, Hidden Workload
  • Volume: 24
  • Issue: 3
  • Year: 2018
  • ISSN: 2327-0144 (Print)
  • ISSN: 2327-2686 (Online)
  • DOI: https://doi.org/10.18848/2327-0144/CGP/v24i03/13-27
  • Citation: McPherson, Rebecca, and D. Tevis Noelting. 2018. "Developing Technical Competence for the Virtual Classroom: Managing Technology-driven Pedagogy, Faculty Development, and the Hidden Workload." The International Journal of Technologies in Learning 24 (3): 13-27. doi:10.18848/2327-0144/CGP/v24i03/13-27.
  • Extent: 15 pages

Abstract

Research has demonstrated the value of including multimedia and Web 2.0 technologies to create a student-centered learning environment. However, the literature has also identified an abundance of barriers to the use and creation of multimedia and Web 2.0 technologies by higher education faculty resulting from hidden workload and cost limitations. The current cross-case study describes the effective practices of nine globally-diverse industry subject matter experts and faculty experts in the following areas: selecting, creating, and utilizing multimedia objects to improve students’ virtual course experiences and outcomes; managing technology-driven pedagogy; developing technical competence among faculty; and managing instructors’ workload, time limitations, and financial constraints. The study also demonstrates that the reason higher education faculty do not embrace and effectively utilize Web 2.0 technologies is because of a focus on workload management and return on investment when building technical competence and utilizing Web 2.0 technologies. This research contributes to the current literature on effective practices related to workload, time, and cost limitations by proposing a framework of four critical elements that faculty should consider regarding managing technology-driven pedagogy and faculty development, given workload, time, and cost limitations.