Abstract

The move toward offering more online instruction at many academic institutions frequently takes the form of conversion of a traditional course to online format. Despite its prevalence, this special form of course development has received little research attention. This paper presents the results of an exploratory study of the faculty perspective on the process of course conversion and handling of associated pedagogical and technical challenges as well as institutional factors and administrative considerations. Semi-structured personal interviews were conducted with eleven instructors from three universities. The study was focused on key decisions related to course redesign, such as motivation for conversion, content modification and format of presentation, delivery and development technology, as well as changes to pedagogical strategies. Main factors impacting these decisions are identified and analyzed in terms of their relative influence. The need for greater flexibility in technical and administrative support of the course conversion efforts by faculty are discussed along with other practical implications and possible directions for further study. (Contains 3 tables.)

Citation

Kampov-Polevoi, J. (2010). Considerations for Supporting Faculty in Transitioning a Course to Online Format. Online Journal of Distance Learning Administration, 13(2),. Retrieved January 20, 2022 from https://www.learntechlib.org/p/76549/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• asynchronous communication
• College Faculty
• Colleges
• electronic learning
• higher education
• Integrated Learning Systems
• online courses
• Synchronous Communication
• universities