Considerations for Supporting Faculty in Transitioning a Course to Online Format
The move toward offering more online instruction at many academic institutions frequently takes the form of conversion of a traditional course to online format. Despite its prevalence, this special form of course development has received little research attention. This paper presents the results of an exploratory study of the faculty perspective on the process of course conversion and handling of associated pedagogical and technical challenges as well as institutional factors and administrative considerations. Semi-structured personal interviews were conducted with eleven instructors from three universities.