Bridging the Gap - How Do Instructors Transition from Face-to-Face to Online Teaching?

Concurrent Session 1

Session Materials

Brief Abstract

When online instructors don’t receive training to transition from traditional best practices to online best practices that encourage engagement through social interactions, cognitive experiences, and instructor interaction, students may disengage. Leaders must continue developing transition plans, and best practices as technology evolves while encouraging working relationships between instructional designers and faculty.

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Presenters

Julin holds a bachelor's degree in Spanish with an education concentration. Julin earned a Master's of Education in instructional technology with a focus on writing online curriculum. She taught in an online school where she took a leadership role as K-12 Curriculum Supervisor. Julin moved into higher education leadership. Julin earned her doctoral degree in educational leadership focusing in curriculum and instruction. Julin's research focused on how instructors transfer their skills from the face-to-face classroom to the online classroom and the impact on student outcomes.

Extended Abstract

How do we engage faculty in quality professional development? We know when online instructors do not receive proper training to transition from applying traditional best practices to applying online best practices that promote and encourage engagement, engagement through social interactions, cognitive experiences, and instructor interaction, students may disengage. When hired to teach courses online, many traditional instructors struggle to transition from non-online instructional delivery skills to research-based best practice strategies designed for the online classroom and some scoff at the idea of training. Leaders must continue to develop and define transition plans, and best practices as technology evolves, along with encouraging a working relationship between instructional designers and faculty. What could this look like? Plans may include providing personalized, ongoing training for instructors who are teaching online, as well as identifying transition obstacles. Through this presentation, we will discuss various transition obstacles, training options, and research-based best-practices for engaging new online instructors.

We will be meeting the objectives listed below through group sharing, interactive multimedia, and collaborative discussion.

1: Identify the challenges faculty face when transitioning from traditional to online teaching.

2: Describe tangible techniques used to engage faculty in training.

3: Develop an effective and engaging training plan for faculty who are new to online teaching