The Future of Education

Edition 14

Accepted Abstracts

The Online Teaching and Design Fellowship: A Model for Faculty Development on Online Teaching

Nanak Hikmatullah, University of Massachusetts, Amherst & Edgar Brood Academic Chair (Indonesia)



The Covid-19 pandemic has accelerated the transition to online learning, a shift particularly evident in countries with limited prior experience in this domain. This study aims to address the deficiencies in online teaching methods, which were hastily adopted during the pandemic and often resulted in suboptimal outcomes. Focusing on Indonesia, the research equips faculty members with comprehensive online teaching competencies. Over a period of seven weeks, participants received training in online pedagogy and design principles, elements frequently overlooked in existing models. A mixed-methods approach was employed, utilising pre- and post-training surveys along with weekly reflective journals. The findings indicate marked improvements in the attitudes and confidence of participants towards online teaching, with specific details of these enhancements providing insight into the training's effectiveness. This study contributes to the literature by presenting a feasible and comprehensive training model for online teaching, particularly for faculty new to online teaching. The model is designed to accommodate the demanding schedules of faculty members and shows effective in contexts where rapid, yet thorough training is required.


online pedagogy, faculty training model, Indonesian education, COVID-19 and online learning, new online instructors


  1. Achen, K., & Rutledge, D. (2022). The Transition from Emergency Remote Teaching to Quality Online Course Design: Instructor Perspectives of Surprise, Awakening, Closing Loops, and Changing Engagement. Community College Journal of Research and Practice, 1-15.
  2. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks12, 3-22.
  3. Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education32(3), 421-439.
  4. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. Internet and Higher Education, 2(2–3), 87–105.
  5. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
  6. Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning23(3), 97-119.
  7. Martin, F., Kumar, S., & She, L. (2021). Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching. Online Learning25(4), 267-295.
  8. Martin, F., Sun, T., Westine, C. D., & Ritzhaupt, A. D. (2022). Examining research on the impact of distance and online learning: A second-order meta-analysis study. Educational Research Review36, 100438.


Back to the list


Reserved area

Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy