Institutions of higher education are faced with the challenge of developing faculty who are ready, willing, and able to teach online. Standard approaches towards faculty develop- ment often miss the dynamic and complex relationship be- tween content, pedagogy, and technology. Our approach has faculty members and graduate students participate in a unique seminar where they work collaboratively to design online courses. We describe our “learning by design” ap- proach and present evidence of how this approach respects the realities and complexities of teaching online. We use evi- dence from multiple sources (interviews, surveys, observa- tions, and artifacts developed) to develop a model of online teaching that posits successful courses require the careful in- tegration of three components that coconstrain each other: content, pedagogy, and technology.
Koehler, M. J., Mishra, P., Hershey, K., & Peruski, L. (2004). With a little help from your students: A new model for faculty development and online course design. Journal of Teacher Education, 12(1), 25–55. Retrieved from http://www.editlib.org/INDEX.CFM?fuseaction=Reader.ViewFullText&paper_id=14636