Date of Conferral
Doctor of Education (Ed.D.)
The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.
Pete, Elizabeth, "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development" (2016). Walden Dissertations and Doctoral Studies. 2041.