A CASE STUDY: IMPLEMENTATION AND EVALUATION OF ASYNCHRONOUS ONLINE PROFESSIONAL DEVELOPMENT PROGRAM LEVERAGED WITH ACTIVE AND MICRO LEARNING STRATEGIES

Abstract

For faculty members to gain effective teaching skills, professional development is of utmost significance. Active learning training through a micro-learning based asynchronous online course can serve as a facilitating factor in supporting faculty members to teach more effectively in higher education context. Thus, this study offered a proposal of an online asynchronous faculty professional development training aiming at active learning implementation through micro-learning and community of practice integration. Following an in-depth qualitative case study, the present research was leveraged with relevant elements of design-based research methodology. The professional development program was carried out with six faculty members who were guided to implement active learning strategies in their own teaching context. The data sources of the study were composed of faculty members’ opinions and experiences, lesson observations, faculty teaching reflections and discussion boards on the online training platform. The tools used to collect data from these sources were interviews, lesson observation form and online discussion boards. At the end of the study, this professional development training designed and implemented for faculty members led to positive changes in their active learning strategy adoption and implementation. This study could offer valuable contributions to designing faculty professional development programs through asynchronous learning method, micro-learning-based content development and community of practice model.