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Updated: May 20, 2026
09:55
Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
Published on: September 28, 2022
From onsite to online: lessons learned from faculty pioneers
Rosemary L Hoffmann1, Linda A Dudjak
1University of Pittsburgh School of Nursing, Pittsburgh, PA 15261, USA. rho100@pitt.edu
Summary
Universities must embrace online learning and support faculty through training to remain competitive. This involves accepting online education as equivalent to traditional methods and addressing technology barriers for faculty.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
Background:
- Increasing demand for online courses necessitates adaptation in higher education.
- Institutions not offering online options risk losing students to innovative competitors.
- Faculty preparedness is crucial for successful online program development.
Purpose of the Study:
- To identify strategies for preparing faculty for online teaching.
- To emphasize the importance of faculty acceptance of online learning.
- To address faculty challenges with web-based technologies.
Main Methods:
- Assessing faculty learning needs regarding online education.
- Providing formal and informal education on teaching strategies and technology.
- Facilitating collaboration with course design experts and faculty work groups.
- Highlighting the role of administrative support.
Main Results:
- Philosophic acceptance of online learning as equivalent to traditional lecture is fundamental.
- Faculty perception of technology as a barrier requires targeted interventions.
- Collaboration and faculty involvement enhance the transition to online education.
Conclusions:
- Effective faculty training and support are essential for quality online programs.
- Administrative backing is critical for meeting accreditation and educational standards.
- Proactive strategies are needed to ensure institutional competitiveness in online education.
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