With the rapid increase in online education enrollments, the need for experienced and skilled online instructors has also increased. Research confirms that novice online instructors encounter barriers to high-quality teaching, including a lack of pedagogical knowledge, skills, and low self-efficacy. Providing training and mentoring within the…

At the start of the 2020-21 school year, six months after the onset of the COVID-19 pandemic changed the lives of everyone, the author and the other instructional coaches in her district were temporarily reassigned to virtual teaching positions. In this article, the author shares what she learned about the kinds of support teachers need and how…

This article describes the development and impact of a faculty development program on improving the readiness of Indonesian educators to teach online. While online learning is seen as a potential solution to increasing access to higher education in Indonesia, most higher education faculty in Indonesia lack the necessary skills to teach online…

Investments in professional development have been more important than ever for community colleges this past year against the backdrop of the pandemic and all that it has changed. While some colleges are facing declining enrollments and less in the way of state funding, they are stretching every professional development dollar they can get their…

Developing online educators can be enhanced by applying models of skill acquisition and online learning practices with mentoring for skill development. These practices and processes are rooted in understanding the foundational role of self-direction in online professional development.

In this reflective writing, the author shares some experiences of learning to teach in higher education, the pathway she has taken on this online adventure, and how her online teaching has been influenced by the pandemic context.

How can faculty development (FD) support responsive innovations? At one end of the spectrum are rich, time-intensive programs grounded in frameworks like the Scholarship of Teaching and Learning, where instructors' innovations are part of larger projects in which they design and conduct comprehensive research studies in their courses. At the other…

This paper details a six-step model for coaching online teachers that has been successfully implemented at an Australian university. Drawing on three fields of literature -- online teaching, community of practice theory and coaching programs -- the model involves: (1) on-boarding and goal-setting; (2) coaching conversations about online teaching…

The COVID-19 pandemic disrupted courses at community colleges and forced a transition to emergency remote learning. This article focuses on the impacts of the rapid shift to online teaching on community college instructors and includes recommendations on ways for institutions to support faculty through professional development in curriculum,…

In the 21st century classroom, teachers are facilitator of student knowledge and creators of dynamic classroom environment. Teaching in the 21st century is a general different experience; website is an easiest way of sharing and exchanging knowledge and experiences for teachers. In this article the authors will introduce the professional…

This article describes the move to digital teaching and learning for the language team in the School of Modern Languages (SML) at the University of Bristol as a consequence of COVID-19 in March 2020. Topics discussed here include the educational guidelines the university put in place; how these were followed and implemented by colleagues in Modern…

Upon the convergence of the twin epidemics of COVID-19 and racial injustice in 2020, the Delaware Dance Education Organization (DDEO) responded by creating and presenting interactive professional development webinars that ranged from sharing how dance history is a microcosm of the world to the impact culture has on personal behaviors. Through the…

When the COVID-19 pandemic disrupted in-person education in spring 2020, learning leaders urgently needed collaborative professional learning -- to take deep breaths, reflect on how to shift their practices, and support one another emotionally and logistically to survive and eventually thrive in this unfamiliar learning environment. However, many…

While many language instructors were encouraged throughout the pandemic to rethink their teaching methods, instructional modalities, and course design in order to successfully pivot from in-person to remote learning environments, it quickly became clear that the burden of pandemic teaching could not be sustained by individual faculty members.…

When the global pandemic forced campuses across the United States to send students home in March 2020, instructors were thrown into triage mode, forced to rapidly transition their on-the-ground classroom curriculum to a format that could be completed remotely by students spread out across the country. At the same time, centers for teaching and…