The Focus

In the book A New Culture of Learning explores creating significant learning environments based on three principles:

1. The old ways of learning are unable to keep up with our rapidly changing world.

2. New media forms are making peer-to-peer learning easier and more natural.

3. Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media.

Can the new culture of learning also apply to faculty learning to teach online? For students to benefit from an online environment they need to be guided by faculty that are confident teaching in an online world. 

Proposal

As a result, this can leave faculty and adjunct faculty feeling overwhelmed and unprepared for online instruction. To prepare adjunct faculty for online teaching a new approach needs to be part of the process. The more comfortable they are teaching online as in person the better response students will have to learning. Tacit knowledge for adjunct faculty can take place through on-the-job training and guided experiences: learning through practical application and observation. 

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New Faculty Orientation for Online Teaching
12-Month Timeline

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Phase I: Planning and Foundation (Months 1-3)

Month 1: Assessment and Communication Setup

Week 1-2:

• Review current new faculty hire process and identify integration points

• Conduct stakeholder analysis (HR, Academic Affairs, IT, Faculty Development and Student Government Association)

• Establish project leadership team and communication protocols

Week 3-4:

• Develop communication strategy for reaching new faculty

• Create initial contact templates and welcome materials

• Set up tracking system for new hires and their progress

Month 2: Research and Needs Analysis

Week 1-2:

• Survey current faculty about online teaching challenges and successes

• Interview recent new hires about their onboarding experience

• Research best practices from peer institutions

Week 3-4:

• Analyze student feedback data to identify common issues with online courses

• Document top student concerns and problems in online learning environments

• Compile research on online pedagogy and andragogy principles

Month 3: Goal Setting and Framework Development

Week 1-2:

• Goal 1 Development: Create framework for identifying and teaching online pedagogy styles and best practices

• Goal 2 Development: Design strategies for establishing expectations and building community

Week 3-4:

• Draft initial program outline and learning objectives

• Create assessment criteria for program effectiveness

• Develop timeline for remaining phases

 

Phase II: Faculty Learning Needs Analysis (Months 4-7)

Month 4: Pedagogical/Andragogical Assessment

Week 1-2:

• Design and distribute faculty learning style assessments

• Create inventory of current online teaching competencies

• Identify gaps in pedagogical knowledge specific to online environments

Week 3-4:

• Analyze assessment results and categorize faculty by experience level

• Map learning pathways based on individual needs

• Begin developing differentiated training approaches

Month 5: Content Development Analysis

Week 1-2:

• Audit existing course materials and identify online-ready content

• Assess faculty comfort levels with digital content creation tools

• Identify technical training needs (LMS, video creation, interactive tools)

Week 3-4:

• Research content development best practices for online learning

• Evaluate available institutional resources and support systems

• Create resource inventory for faculty reference

Month 6: Online Learning Environment Analysis

• Study institutional LMS capabilities and limitations

• Analyze student engagement patterns in existing online courses

• Identify technology barriers and solutions

Month 7: Comprehensive Needs Synthesis

Week 1-2:

• Compile all research findings into comprehensive needs assessment

• Prioritize training topics based on impact and urgency

• Create detailed learner profiles for different faculty segments

Week 3-4:

• Validate findings with faculty focus groups

• Refine program objectives based on collected data

• Finalize content development priorities

 

Phase III: Course Creation and Implementation (Months 8-12)

Month 8: Core Module Development

Week 1-2:

• Develop Module 1: Online Pedagogy Fundamentals

  • Adult learning principles in digital environments

  • Engagement strategies for online learners

  • Building presence and community online

Week 3-4:

• Develop Module 2: Course Design and Structure

  • Backward design principles for online courses

  • Creating clear learning pathways

  • Organizing content for online delivery

Month 9: Interactive Content Creation

Week 1-2:

• Develop Module 3: Content Development and Delivery

  • Video creation and editing basics

  • Interactive content tools and techniques

  • Accessibility in online content

Week 3-4:

• Develop Module 4: Assessment and Feedback

  • Online assessment strategies

  • Providing meaningful feedback remotely

  • Academic integrity in online environments

Month 10: Community and Support Systems

Week 1-2:

• Develop Module 5: Building Online Communities

  • Discussion facilitation techniques

  • Peer collaboration tools

  • Creating inclusive online spaces

Week 3-4:

• Develop Module 6: Technology Integration

  • LMS mastery and advanced features

  • Third-party tool integration

  • Troubleshooting common technical issues

Month 11: Program Integration and Testing

Week 1-2:

• Create program navigation and user interface

• Develop assessment and certification components

• Design mentorship and ongoing support systems

Week 3-4:

• Conduct beta testing with volunteer faculty

• Refine content based on feedback

• Create program evaluation instruments

Month 12: Launch Preparation and Pilot Implementation

Week 1-2:

• Finalize all course materials and resources

• Train facilitators and support staff

• Establish communication protocols for ongoing support

Week 3-4:

• Launch pilot program with first cohort of new faculty

• Implement feedback collection systems

• Begin continuous improvement process

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Reference

McQuiggan, Carol A., (2000). Faculty development for online teaching as a catalyst for

change. Journal of Asynchronous Learning Networks. Mar 2012 16(2):27-61. https://eric.ed.gov/?id=EJ971044    

 

Rodrigues, C. A. (2019). Perceptions and knowledge of a university mission and vision

among faculty members: A mixed-methods study on the onboarding for full-time and adjunct faculty. ProQuest LLC, Ed.D. Dissertation, Concordia University Irvine. https://eric.ed.gov/?id=ED609625

 

Thomas, D., & Brown, J.S., (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Podium Publishing.

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