Posted: April 16, 2014
This paper describes trends and issues of university faculty development (FD) in Japan. In order to assure quality of university education, the Japanese government made FD a required activity in all higher education institutions in 2008. The most frequent FD activities include student questionnaire to evaluate university courses, observation of lectures among faculty members with a discussion session, and seminars and workshops on various active learning methodologies. As we go into universalization of higher education, more systematic effort in needed to accommodate less qualified university students, while maintaining a high standard as the diploma policy for graduation. Learning technology must be integrated into university education, as well as open resources that the network technology have made available for students, in order to improve and maintain the quality of our university education. An ICT utilization model will be proposed to differentiate roles of e-learning and e-portfolio systems to create a university with application emphasis over basic knowledge transmission.
Suzuki, K. (2013). University faculty development in Japanese context. An invited keynote address at the International Conference on Faculty/Educational Development 2013, October 30-November 1, 2013, Qingdao, China.
Posted: March 21, 2014
The communication of ideas, values, and innovations across cultural boundaries has the potential to bring about transformative change. But it is complex process involving individuals and entities representing differing cultural traditions, and so demands skilled leadership to ultimately effect beneficial outcomes. This chapter examines these leadership challenges as they relate to the diffusion of online education in trans-cultural settings.
Beaudoin, M. (2014). Leadership Challenges in Trans-cultural Online Education. In Jung, I. & Gunawardena, C. (eds.), Culture and Online Learning: Global Perspectives and Research. Sterling, Virginia: Stylus Publishing.
Posted: July 21, 2013
In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.
Beaudoin, M. (2013). The Evolving Role of the Instructor in the Digital Age. In Katz, Y. (ed.), Learning Management Systems and Instructional Design: Metrics, Standards, and Applications. Charlotte, NC: Information Science Publishing.
Posted: July 21, 2012
Technological resources have pervaded the educational arena, demanding effective institutional leadership capable of managing the changes dictated by this phenomenon in ways that minimize disruption and optimize the effectiveness of teaching and learning in the digital age. This chapter reviews the literature on distance education leadership, identifies the need for leadership, discusses the transformative process driven by instructional technology, and examines leadership approaches that contribute to outcomes that are either disruptive or innovative.
Beaudoin, M. (2012). Institutional Leadership: Transformative Change or Disruptive Technology? In: Moore, M. (ed.), Handbook of Distance Education (3rd edition). Mahwah, NJ: Lawrence Erlbaum Associates.