Rapid Transition to Online Learning: Faculty Distance Training on LMS, Synchronous/Asynchronous Learning, and Computer-Assisted Assessment

Abstract

This study examines the swift shift to online learning prompted by the Covid-19 pandemic, assessing the effectiveness of a faculty distance training program based on the TMOC (Training for the Management of Online Courses) model. The training program aimed to equip faculty with essential skills for online learning, emphasizing a blend of asynchronous learning materials and synchronous support. Key components included training in the Learning Management System (LMS), video capture tools, synchronous learning platforms, and Computer-Assisted Assessment (CAA). The research surveyed a sample of faculty members (n=38), assessing their views towards the training they received. The findings highlight that faculty greatly valued personalized, real-time assistance, which proved instrumental in tackling immediate technical and pedagogical hurdles. High-quality asynchronous resources were also pivotal, offering flexibility and foundational knowledge. The training resulted in noticeable enhancements in faculty engagement and proficiency in online learning, particularly among those less familiar with digital educational methods. Qualitative feedback emphasized the significance of timely, customized support and collaborative assistance. The study underscores the imperative of holistic training programs that blend technical and pedagogical aspects to facilitate a seamless transition to online learning. These insights offer valuable guidance for institutions seeking to bolster their online education capabilities during emergency situations.