Re-imagining Transformative Strategies for Effective and Engaging Online Learning: Perceptions of Faculty Members

Abstract

With the rapid shift to online learning, mastering effective online pedagogy has become essential for educators. A number of studies in Kenya indicate most members of faculty lack skills in online pedagogy. This study explores faculty perceptions in Kenya following a webinar designed to enhance online teaching practices, attended by 138 faculty members. The webinar covered three main objectives: evaluation of perceptions of faculty members on effective pedagogical approaches suitable for virtual teaching environs, exploring the understanding of faculty members on application of constructive alignment to online courses, and assessing faculty perspectives on areas requiring further professional development on Online Pedagogy. Feedback from a post-webinar survey (n = 100) indicated that 60% rated the webinar as excellent, while 40% rated it as very good. Faculty members noted that the webinar significantly enriched their understanding of online pedagogy, particularly in relation to engagement techniques and collaborative tools that foster interaction in virtual classrooms. They highlighted constructive alignment as a valuable framework for aligning learning objectives, teaching methods, and assessments, emphasizing its importance in online course design. Respondents expressed a need for further training on advanced topics such as online assessment strategies, instructional design, practical applications of constructive alignment, and interactive tools like gamification, quizzes, and collaborative platforms . This feedback highlights the growing demand for professional development opportunities that equip educators with the skills to create more interactive, aligned, and effective online courses. The study concludes that while webinars provide a strong foundation in online pedagogy, continued training in these specialized areas is crucial for meeting the evolving needs of faculty and enhancing student engagement and success in virtual learning settings.