Summary: In this research I delved into provision of support for pedagogical growth of online faculty from the educational development perspective. Through design-based research, I designed and refined the DOOT protocol that guides observation of a focus area in an asynchronous online class in a relatively short time frame. Observations result in incremental development plans for faculty members at their different professional stages. The protocol includes definition and description of observable teaching practices in asynchronous environments based on the three elements of a Community of Inquiry (CoI): Social, Cognitive, and Teaching Presences (Garrison, Anderson, & Archer, 2000). Six key elements that contribute to the developmental purpose of the observation, as well as the critical roles of educational developers, online instructors and the higher education institution are studies and discussed.

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