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 development often miss the dynamic and complex relationship between 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" approach and present evidence of how this approach respects the realities and complexities of teaching online. We use evidence from multiple sources (interviews, surveys, observations, and artifacts developed) to develop a model of online teaching that posits successful courses require the careful integration of three components that coconstrain each other: content, pedagogy, and technology.
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