The delivery of courses online is nearly as old as the web itself, but as with any innovation, some faculty members have been early adopters while others have watched the development with both interest and skepticism. As publishing and managing content on the web has become easier, and as the delivery of online courses has become increasingly more popular, more faculty members have begun exploring ways to offer their courses online.
There is a common perspective that moving a course online is primarily about designing and sequencing course content. While content is important, we also believe that recent changes on the web – toward a more social and interconnected space – have necessitated the rethinking of what it means to make the transition to online teaching and learning. The unprecedented access to information coupled with the ability by anyone to publish online are disrupting how one teaches and learns, raising questions in the minds of faculty as to whether their own practices should change.
Jeff Nugent, Bud Deihl, and I at the Virginia Commonwealth University Center for Teaching Excellence where I work have authored a white paper, Building from Content to Community: [Re]Thinking the Transition to Online Teaching and Learning, that is intended to serve as a resource for faculty who are teaching online or are considering making a transition. We hope this paper serves as the starting point for conversation, and invite you to share your ideas by leaving a comment at our CTE blog or here.
We look forward to hearing your thoughts!