This document discusses how developing skills for online teaching can positively impact and enhance classroom teaching. It describes common faculty development workshops that prepare instructors for online and blended courses, and shares feedback from faculty who found the training increased their understanding of learner-centered teaching and improved their use of technology and communication in all courses. The document advocates for all instructors to participate in effective online teaching preparation to transform their teaching practice and benefit students.

1. How Teaching Online
Enhances Your Pedagogical
Toolkit
Kathy Keairns
Director of Web-Based Learning
University of Denver
eLCC Conference 2016

2. What we will cover
• The Problem
• Faculty Development
• The Research
• Success Stories
• Discussion

3. The Problem
Unlike K-12 teachers, “most faculty learn how to teach by absorbing
teaching skills and style informally from a mentor, or learn along the
way through practice or trial and error. This model is commonly
accepted reflexively without examination or question.”
- John Sener
Philosophical Mindset – 20 Minute Mentor Video

4. Discussion
• How does your institution prepare faculty to teach?
• Classroom Faculty
• Online Faculty
• Hybrid Faculty
• How were you prepared to teach?
• In the Classroom
• Online
• Hybrid/Blended

5. Paradigm Shift
Online Education and
technology are helping to
drive change as more and
more instructors are provided
with professional development
opportunities when they
transition to teaching online.

6. Teaching Online Workshop (TOW)
1 2 3 4
2005
2015

7. Teaching Online Workshop (TOW)
• 1 Week
• 1-3 Hours
• Readiness &
Introductions
Pre-Workshop
• 5-10 Hrs/Week
• Discussions,
QM Activities,
Peer-Reviews
Workshop
Weeks 1-3 • 1-2 weeks
• 3-5 hrs/week
• Presentations,
Self-Reviews
Post-
Workshop
Weeks

8. Learning to teach an online/hybrid course has
influenced how I will teach my on-campus courses in
positive ways.
0
2
4
6
8
10
12
14
16
18
20
Strongly Agree Agree Neither Disagree Strongly Disagree
68 Total Faculty Respondents
2013 2012

9. “After working with students online, I have
incorporated more discussion board
interactions in face-2-face classes. The students
are enthusiastic for this interaction, and it is an
excellent tool for structuring reflective
interactions between students that
complement the discussion in the classroom
setting.”
“There are many changes...Fundamentally, I understand the
instructor's role is to create a learner-centered environment,
instead of instructor-centered. 9. Clearly state goals and
objectives for not only the entire course but also for each
learning module.”
Pedagogical Toolkit “I included specific guidelines
for Discussion Board
participation that were helpful
to students in crafting
appropriate and insightful
posts.”

10. Technology Toolkit “I have a better
understanding of how to use
blackboard. I will be
incorporating some of those
new skills into my on-campus
courses.”
“I plan to integrate more
features of Blackboard in
the fall (including blogs
and wikis), and use
Camtasia Relay.”
“I will also change the structure of how my on-
campus course will be set up on BB. I am
planning to use online discussion threads and
blogs to assess contributions of student learning
in my on-campus classes. In my on-campus
class, I will continue to use new technologies I
have been exposed to in the TOW.”

11. Faculty Development for Online Teaching
• Positively impacts face-to-face teaching
• Rethink familiar ways of teaching
• Shift from teacher-centered to more
learner-centered teaching
• Better use of technology
• Fosters better communication
• Increases interest in improving teaching

12. Faculty Profile
• Completed TOW in Fall 2010
• Completed Sloan-C Online Teaching
Certificate in 2013 (invited to be an OLC
Mentor)
• Presented at eLCC in 2013
• Chaired Daniels Learning Initiative
Committee in 2013
• Completed Advanced Sloan-C Online
Certificate in 2014
• Advocate for effective teaching as Chair of
the Marketing Department

13. General Advice
• Take a course on effective online teaching; this course might be
available at your institutions’ office of teaching and learning
department
• Embrace new and innovative ideas such as online teaching because it
can transform your teaching practice and thinking about ways to
engage your students
• Find a like-minded faculty member to analyze your experiences and
participate in reflective exercises because you will discover new
insights

14. Who Benefits?
• Students
• Faculty Members
• Administrators
• Other Stakeholders

15. References
Felder, R. (2016). Resources in Science and Engineering Education. Retrieved from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/.
Hafenstein, N., and Joseph, N (2016) Technology and transformation: Two professors'
experience teaching online for the first time. Poster presented at 2016 AERA annual
meeting.
Keairns, K., and Tobin, H (2015). Faculty as students: One model for preparing faculty to
develop and teach online. Paper presented at 2015 Distance Teaching & Learning
Conference, Madison, Wisconsin.
Keairns, K. (2016). Benefits of preparing faculty to teach go beyond the online classroom.
WCET Frontiers blog: https://wcetblog.wordpress.com/2016/03/17/benefits-of-preparing-
faculty/
McQuiggen, C (2012). Faculty development for online teaching as a catalyst for change.
Journal of Asynchronous Learning Networks, Volume 16: Issue 2.
Sener, J. (2012). The seven futures of American education: Improving learning and teaching
in a screen-captured world. North Charleston, SC: CreateSpace Independent Publishing.

16. How Teaching Online Enhances
Your Pedagogical Toolkit
Kathy Keairns, Director of Web-Based Learning
University of Denver, Office of Teaching and Learning
kkeairns@du.edu