SUPPORTING FACULTY ADOPTION OF TECHNOLOGY AND ONLINE LEARNING: PANDEMIC INSPIRED POSSIBILITIES

Abstract

Background: This dissertation reports on a mixed-methods case study that used an Appreciative Inquiry (AI) approach for a faculty development series aimed to support post-secondary educators in the adoption of technology and online delivery models. This study utilized the COVID19 shift to remote delivery which provided faculty an initial online teaching experience as an opportunity from which to reflect, vision and plan their professional development. Methodology: A concurrent parallel design was used to collect quantitative data from a pre-post series self-assessment and qualitative data from the sessions and the participant reflective feedback survey. Findings: Participants had a positive experience with the AI-based professional development, impacted by the focus on strengths and the interaction with their peers. Findings also indicate AI as a possible strategy to encourage the adoption of technology and online learning by supporting a shift in mindset, the development of a learning community, and enhancing awareness of techno-pedagogy skills. Contribution: The results offer a strategy for educational developers to use when supporting individual and group practice change and contributes to the knowledge of facilitating transformation in higher education.