Mohr, S. C., & Shelton, K. (2017). Best practices framework for online faculty professional development: A Delphi study. Online Learning, 21(4), 123–140. Effective professional development for new online faculty needs to include learning theory, technical expertise, and pedagogical shifts for teaching in online learning environments. The Delphi Method was used to gain consensus from a panel of experts regarding professional development concepts to assist faculty in preparing to teach online. Best practices are presented in this article for supporting online faculty.
Gurley, L. E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. Online Learning, 22(2), 197–220. According to Gurley, online teaching requires a different pedagogical approach than teaching face-to-face. The article addresses teaching presence and compares teaching in both learning environments. An adapted Community of Inquiry instrument was distributed to faculty to measure their perceptions of teaching presence.
Rozitis, C. (2017). Instructional design competencies for online high school teachers modifying their own courses. TechTrends: Linking Research & Practice to Improve Learning, 61(5), 428–437. Online high school teachers are modifying their own courses. Currently, there are numerous instructional design standards, and it’s difficult for teachers to choose which standard to guide them. This article offers a clearly defined set of instructional design competencies that support modifying online high school learning activities. The International Board of Standards for Training, Performance, and Instruction (IBSTPI) are included in recommendations for developing online learning activities.
Lowenthal, P. R., Gooding, M., Shreaves, D., & Kepka, J. (2019). Learning to teach online: An exploration of how universities with large online programs train and develop faculty to teach online. Quarterly Review of Distance Education, 20(3), 1–9. The authors examined how institutions with large online programs provide professional development for faculty in designing learning and teaching online. The authors state that teaching online requires a skillset many faculty do not have, or they need additional professional development and support. This article is a good overview of what larger online institutions are doing to help their faculty acquire these skills.
Scott, J. L. (2019). Professional development for online post-secondary faculty. 2019 Eighth International Conference on Educational Innovation through Technology (EITT) , 39-44. A good overview of the concerns and issues surrounding professional development for faculty using technology or teaching online. The status of an educational institution's online faculty professional development programs is discussed along with the prospects for training programs.
Golden, J. E. (2016). Supporting online faculty through communities of practice: Finding the faculty voice. Innovations in Education & Teaching International, 53(1), 84–93. Golden feels online faculty need support beyond technical help desks. Improving practice, combating isolation, and sharing knowledge and resources can be a challenge. This article examines the use of a community of practice (CoP) model to support online faculty. The idea is that CoPs provide faculty with the opportunity to process ideas, discuss challenges, find solutions, co-create new knowledge, and help grow their skills.