title: From onsite to online: lessons learned from faculty pioneers.
abstract: As the demand for online courses grows, academic settings that do not offer this option risk losing potential students to universities that adopt more innovative approaches to education. Understanding strategies that will prepare faculty to meet the challenges associated with this transformation is essential to developing a quality online program. Most basic to this transition is the philosophic acceptance of online learning as an educational method equivalent to traditional didactic lecture. Because the knowledge and skills associated with navigating Web-based tools and resources are perceived as a barrier by many faculty, focused efforts must be undertaken to assess faculty learning needs and to provide formal and informal education related to recommended teaching strategies and available technology. Collaboration with course design experts and participation in faculty work groups will facilitate acceptance and promote a sense of involvement. Administrative support is also imperative to produce satisfactory student outcomes that meet the needs for accreditation agencies, certification, or higher education standards.
authors: University of Pittsburgh School of Nursing, Pittsburgh, PA 15261, USA. rho100@pitt.edu
authors: Rosemary L
authors: RL
authors: Hoffmann
authors: Linda A
authors: LA
authors: Dudjak
mesh_terms: D000068:Accreditation / Q000458:organization & administration; D020375:Education, Distance / Q000379:methods* / Q000458:organization & administration / Q000592:standards; D004509:Education, Nursing, Continuing / Q000379:methods* / Q000458:organization & administration / Q000592:standards; D004511:Education, Nursing, Graduate / Q000379:methods* / Q000458:organization & administration / Q000592:standards; D005181:Faculty, Nursing; D006801:Humans; D020407:Internet