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return to Modules PageA Teacher's Overview of the Site

The Maryland Faculty Online modules have been designed by experienced faculty for faculty colleagues who will work on these modules independently or as part of a structured faculty training program. Each topic includes creative, interactive, useful, and motivational materials and activities. A user should be able to complete a topic in approximately 30-50 minutes.

Levels Explained
The Maryland Faculty Online Training Topics have been designed to provide a comprehensive training program for faculty at all levels:

  • Module A - Getting Started with Teaching Online (beginner): Faculty who have not previously taught an online course.
  • Module B - Teaching Your Online Course (intermediate): Faculty who are currently teaching an online course.

    Click to download chart: Microsoft Word Document 136 K


Functions Explained
To successfully use the modules, you should know how to use the following functions:

Discussion Board

Resources: Found on each Conclusion Page within each Module Topic, the Module authors have provided a list of related Internet and print resources for the topic.

Guide Posts

Directed Tour:

  • Introduction—provide a brief introduction to the topic
  • Learning Objectives—identify at least three measurable learning objectives for the topic
  • Content—provide a brief overview of the topic
  • Learning Activities—create at least two interactive activities
  • Check the Research—identify prior research and its relation to the topic
  • Resources for Reading and Research—list at least three additional resources on the topic
  • Assessment—create at least five quiz questions relating to the topic (true-false, multiple choice)
  • Glossary Terms—highlight and define within content
  • Ask Your Colleagues—provide or identify a source of faculty audio or text based comments
  • About the Author—provide a short bio of your distance education experience and include photograph


The Training Topics have at least four ways for participants to provide feedback:

1. Add Related Resources: By clicking on the Add Related Resources link, users can fill in a form that asks them to recommend related resources. Users will be asked to provide a title for the resource, the URL or bibliographic reference, and a brief (3-5 sentences) description of the resources and its usefulness.

2. Self-Assessments

3. Broken Links: Since the Maryland Faculty Online site is extensive, users who discover a broken Internet link can report these by simply clicking on the Broken Link button on the navigation bar. The Broken Link button appears on most pages within the site.

4. Feedback Forms: The editors of Maryland Faculty Online welcome user feedback to continuously improve the content and navigation of the site. A Feedback Form is provided on the Crossing page for each topic and on other strategic pages within the site.


Spotlight on Scenarios – Preparing for Campus Training
1. Know Your Audience
The needs and time available of your faculty participants will influence the length and depth of your training program. If you are training full time faculty who are developing an entire online course, you may be able to schedule multiple sessions during the work day. If you are training adjunct faculty who are teaching an already-developed online course, you may not have to schedule fewer sessions during the evening when adjunct faculty are typically available. For Continuing Education faculty who can never come to campus for scheduled sessions, you may want to use the topics as an online training program.

Experience of Instructors:

  • New
  • Intermediate
  • Trainers
  • Type of Faculty Position
  • Full time Faculty
  • Adjunct Faculty
  • Continuing Education Faculty


2. Establish Your Purpose
Faculty training typically has two main purposes: to develop online courses and to prepare for or improve online teaching.

Faculty who are developing a complete online course will need a more lengthy training program that includes online pedagogy, using your institution’s course management system (for example, Blackboard or WebCT), and developing a personal web page. Faculty need the time and resources to actually re-think and re-structure their course materials and course organization. Plan on at least 20 hours of training and practice.

Faculty who are teaching online will not require as extensive a training program, but they will need an introduction to online pedagogy, lessons in how to use your institution’s course management system, and time to develop a web page. If faculty are using materials provided by the publisher, you may also be able to shorten the training time.

  • Development
  • Developing A Completely New Online Course
  • Developing a New Course Using Publisher Materials
  • Preparing To Teach Online
  • Teaching An Already-Developed Online Course
  • Extending Skills Of Experienced Online Faculty


3. How Much Time Do You Have
Weeks?_____ X Hours Per Week?______ = Total Training Hours_______


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