“The purpose of this study is to explore the faculty’s professional development needs in teaching and learning in EMU,

and the effectiveness of ICT-based professional development models

implemented aiming at their professional development.”

Alev ElçiPresented in JTEL 2010, Ohrid Macedonia

Effectiveness of ICT-Based Models

to Fulfill Faculty Professional Development Needs

in EMU

Research Questions

1. What are the faculty’s needs for professional development in teaching and learning?

2. Do the faculty’s needs in teaching and learning vary depending on a) their genders, b) their academic status, c) their study areas, and d) departments, and e) their teaching experience?

3. What are the faculty’s beliefs about professional development in teaching and learning?

4. What are the faculty’s beliefs about ICT-based learning opportunities for professional development in teaching and learning?

5. Which ICT-based models are effective for faculty’s professional development in teaching and learning?

Theoretical Background MethodologyFaculty Professional

DevelopmentFaculty Needs

AssessmentFaculty Beliefs

Adult LearningExperiential LearningConstructivismSituated LearningConnectivism

Survey model using both qualitative and quantitative methods.

The target population 600 faculty in EMU.

Needs and beliefs survey.

An ICT-based model will be introduced and volunteers to participate will be invited.

Completed StudyDesign & Development of Likert Scale

InstrumentsFANTAL “Faculty Needs Assessment for Professional

Development in Teaching And Learning Questionnaire” FBITAL “Faculty Beliefs Inventory for Professional

Development in Teaching and Learning Inventory” FBIICT “Faculty Beliefs Inventory for ICT-based

Professional Development in Teaching and Learning Inventory”

Instrument face validity and construct validity Reliability and Item AnalysisDistribute the survey to EMU faculty and

collect the responses