"Many institutions use a one-size-fits-all approach to
faculty development for online teaching, which does not meet
the needs of faculty who often have different levels of expe-
rience, skill, and self-efficacy in online teaching and learning.
To address these issues, the [university name removed] [center
name removed] designed and implemented an online teaching
readiness self-assessment."
From the abstract:
"As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor's perspective on online course design. "
This paper includes the definition for a model for the assessment of the quality of on-line teaching based on an audit by specialised technical personnel who are independent of the design of the teaching materials and which could be a proposal for the higher education quality assurance models of the European Association for Quality Assurance in Higher Education (ENQA).
"Dianne Conrad and Jason Openo's approach takes the reader on a philosophical, yet accessible tour of high-quality assessment options for authentic learning in online spaces."