Graduate Student Perceptions of an Online College Teaching Institute for Online Teaching

Concurrent Session 10

Brief Abstract

The Online College Teaching Institute (OCTI) is a 6-week online training created to fill the gap in graduate student preparedness to teach online. The presentation will share graduate students’ perception of the professional development and lessons learned.


Guieswende Rouamba works at the Notre Dame Center for Studies of Languages and Cultures to promote technology and guide language faculty on how to incorporate technology into teaching. He was an Instructional Design Technology Specialist at the University of Nebraska-Lincoln (UNL). Prior to joining the Innovative Instructional Design team at UNL, he worked for West Virginia University Academic Innovation to develop interactive digital math content for high school engineering courses. Currently, he is a PhD candidate in Instructional Technology. His primary research interests are developing online and blended courses

Extended Abstract

Many institutions rely on graduate students and graduate teaching assistants (GTAs) to teach undergraduate (and some graduate) level courses (Nicklow, Marikunte, & Chevalier, 2007). The large number of GTAs teach on-ground courses, and the teaching orientations focus on best practices and classroom management in face-to-face classrooms. With the increasing number of online programs, many GTAs are called to transition in online teaching, hence, the need to train graduate students to teach online (Sheffield, McSweeney, & Panych, 2015). Dixon (2012) argues that the lack of graduate students' preparedness decreases their self-perceptions, affects their teaching performance and evaluations, and creates fear and doubt. The Online College Teaching Institute (OCTI) was created to fulfill this need. The OCTI is a 6-week online training and introduces the backward design framework to the participants. Participants also explore topics such as online classroom management, community of inquiry model, and best practices in creating courses in a virtual platform. This presentation will share graduate students' perception of the professional development and lessons learned.


Dixon, K. E. (2012). Socialization, Social Support, and Social Cognitive Theory: An Examination of the Graduate Teaching Assistant.

Nicklow, J. W., Marikunte, S. S., & Chevalier, L. R. (2007). Balancing pedagogical and professional practice skills in the training of graduate teaching assistants. Journal of Professional Issues in Engineering Education and Practice, 133(2), 89-93.

Sheffield, S. L. M., McSweeney, J. M., & Panych, A. (2015). Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the" Teaching and Learning in Higher Education" Course for Graduate Students. Canadian Journal of Higher Education, 45(3), 1-14.