Abstract

This paper reports on the initial findings of an exploratory survey of faculty participants in a specialized training program for course redesign of blended and online courses at a public, four-year college on the East Coast. The process of faculty adoption and use of these digital technologies to achieve pedagogical goals is addressed. Results suggest that faculty value training activities that focus on pedagogical rethinking as well as best practices in online education and benefit most from one-on-one training. The authors suggest strategies for creating environments that encourage and support faculty adoption of digital technologies for teaching and learning.