Training online faculty: Best practices versus reality - A mixed method case study

Abstract

The purpose of this study was to evaluate a faculty training program that prepares instructors to teach online for a post-secondary school. The program at a notfor- profit, regionally accredited, public state college was examined using a multi-method case study process. Research tools consisted of: a content analysis of training materials; a case study protocol; and interviews with online learning administrators, online program instructional designers/developers, and online faculty. Three of the faculty were experienced online instructors, and one was a practiced educator who was new to online teaching. The case study protocol included an overview of the case study, data collection procedures to be used, data collection questions for the researcher, and guidelines for the final report document.

This institution has a training program for online faculty which exemplifies best practices in distance education and promotes improvement of the skills and philosophy that instructors need to be successful in the online teaching environment. The College’s training program for online faculty is well organized and fits within the College’s cultural framework. This training program was only implemented within the past couple of years prior to this study. Before that, training for faculty to teach online offered by the institution was minimal, and faculty had to find their own path to competency in the online environment. The training program now consists of separate courses on Learning Management System familiarity and management, basics of instructional design, and techniques and practices for the online instructor. Limitations on the training program effectiveness include voluntary attendance and the College’s current process of selecting faculty to teach online.

Implications of these findings, recommendations for future research, and models for best practices in training online instructors are discussed.