Online Teaching Readiness in the Era of Digital Transformation: Challenges and Recommendations

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Author(s): Zhuqing Ding (Georgetown University, USA)and Khalid Alharbi (Georgetown University, USA)
Copyright: 2025
Pages: 24
Source title: Best Practices and Strategies for Online Instructors: Insights From Higher Education Online Faculty
Source Author(s)/Editor(s): Lori B. Doyle (Concordia University, Irvine, USA)and Tanya M. Tarbutton (Concordia University, Irvine, USA)
DOI: 10.4018/979-8-3693-4407-1.ch009

Keywords: Educational Leadership & Administration / Educational Technologies / Information Science Reference / Knowledge Management and Library Science

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Abstract

Digital transformation requires faculty development professionals and decision-makers in higher education to equip faculty and institutions with the skills to enable teaching and learning with technologies in online spaces. This chapter reviews a range of studies on faculty online readiness conducted in the past ten years and proposes a new framework, the Interrelated model of online teaching readiness (IMOTR), providing a new perspective that accounts for the interrelated nature of technological, pedagogical, agentic, and contextual readiness categories and factors. The findings provide insights to help inform faculty development professionals and university decision-makers to design appropriate infrastructure and training needed to prepare faculty to teach online.

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Online Teaching Readiness in the Era of Digital Transformation: Challenges and Recommendations

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