This pre-experimental one-group pretest-posttest study examined the impact of RISE Model for Peer Feedback training and utilization on job satisfaction for faculty teaching online classes. To evaluate the impact of the training and use of a robust discussion facilitation model on faculty job satisfaction, participants in the study completed a job satisfaction/dissatisfaction survey, engaged in a self-directed training module on the RISE Model for Peer Feedback, utilized the model to facilitate discussions in their classes for four weeks, and completed the job satisfaction/dissatisfaction survey following the study period. The researcher sought to answer three guiding research questions regarding the impact of the training and use of the RISE Model for Peer Feedback on faculty job satisfaction. The original contribution to knowledge of this study is the demonstration of the necessity for best practices in online discussion facilitation and the role the discussion plays in student learning and engagement in online classes. In addition, this study presents the obstacles encountered by adjunct faculty and their engagement in professional development activities. The results provoke the need for academic research regarding adjunct faculty engagement in professional development activities.
|Commitee:||Chittur, Debra, Emmanuel-Frenel, Rouseline|
|School:||Gwynedd Mercy University|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Higher education, Teacher education, Occupational psychology, Educational leadership|
|Keywords:||Adjunct faculty, Facilitation model, Faculty job satisfaction, Faculty training, Online discussion facilitation, Professional development|
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