By looking at the current practices for teaching online at UofT we were able to define the instructional challenge, and to propose a solution along with a list of tasks that required training. The following 3 challenges were identified. First, some online instructors had limited experience in online learning or teaching. Secondly there was a lack of proper pedagogical training for online learning design and delivery. As a result, these educators tended to map their current practices onto the new medium with little of the transformation that was required to teach online (Gold, 2001). An additional problem was the focus placed on technological applications for online learning.
To provide effective training it was also essential to determine the extent to which instructional technology was being integrated into course delivery throughout the University. Information was collected through a needs assessment survey in order to develop a profile of the learner. This survey revealed the following information;
-target audience
-comprehension level – (establish prerequisites for course)
-learning styles / characteristics
-background experience (pedagogy/ instructional technology)
-familiarity with subject matter
-motivation for taking workshop
The collection of responses to the survey identified the following information;
-what aspect of instructional technology faculty were interested in learning about
-why they needed the training
-what environment (technical / social) they would be applying the learning
This approach was consistent with the Dick and Carey model (1996) which recognized the importance of learner motivation, prior experience and educational context.
The results of the needs assessment reinforced previous research by Gold (2001) which indicated that educators rated the need for training in online teaching as a high priority. Instructional design methodology for re-purposing material for web-based delivery and selecting appropriate instructional strategies which integrated technology were also identified as needs. The designers concluded that instructors would benefit from pedagogical training which addressed the transition required to become an effective teacher in this environment. "Knowing how to teach well in one environment does not presuppose knowing how to be successful in the other" (Gold, 2001). There also appeared to be a trend to offering some aspect of online delivery for courses due to the demand by students who want the benefits offered by this type of strategy.
Our learners are likely to be tenured faculty or instructors with at least 5 years teaching experience. They are currently delivering online courses or in the process of developing resources for web-based teaching. Many of these educators have not taken an online course, or received any formal training in online teaching. It is also likely that they have not completed any formal training in education or instructional design.
These educators are likely to have a positive inclination towards technology and its adoption for enhancing learning. They may view this course as an opportunity to re-think their course design to increase student participation and interaction. The participants will draw upon their previous teaching experiences to decide the appropriate level of online integration.
While there are a wide variety of subjects being taught online at the University, the health sciences (Faculty of Nursing, Health Admin, and Social Work) have recently undertaken initiatives to move their programs to online delivery and may therefore see this kind of training as particularly relevant. The kind of educator who would be interested in taking this course would be motivated by intrinsic factors (desire to learn) as opposed to extrinsic rewards, as there is no formal recognition, for completing this training with respect to promotion/ tenure.
Questions for consideration
What methods do you use to identify your target audience and their needs?
What needs have been identified at your particular institution for creating faculty development programs?
How has your institution chosen to address these needs?
References
Dick, W. & Carey, L.M. (1996). The systematic design of Instruction. New York: Harper Collins.
Gold, S. (2001). A constructivist approach to online training for online teachers. JALN, (5)1, 36-57
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