Faculty Preparation

The Shasta Community College District Policy for Distance Education states that all new online and hybrid faculty must have previous online experience or training prior to teaching distance education courses.

Technological Readiness

Faculty members who wish to teach online should not only possess basic proficiency in computer skills but should also be acquainted with and feel comfortable using more advanced programs and applications. The following technical skills, listed from least to most complex, are examples of what would be needed to teach online and hybrid courses:

Basic Computer Skills
  • Keyboarding
  • Audio recording (microphone)
Database Management
  • Data entry
  • Data editing
  • Database creation
File Management
  • Create & name files
  • Understand file formats (doc, .docx, rtf, text, JPEG, GIF, PDF, WAV, MPEG etc.)
  • Understand file storage
  • Organize and manage files
Word ​processing
  • Create, edit & save documents
  • Use formatting techniques (bulleted/numbered lists; page numbers, etc.)
  • Insert tables, graphs, and graphics into documents
  • Create Table of Contents (TOC) and Indexes
Presentation Software
  • Create, edit & save presentations
  • Add multimedia to presentation
  • Record audio narration for presentation
  • Send & receive email
  • Attach documents & pictures
  • Participate in email discussion groups/listservs
  • Create & manage contact groups
  • Create & manage discussion groups
  • Understand & use different browser types
  • Know how to do targeted searches
  • Understand how to use online databases
  • Be familiar with YouTube, Skype, podcasts, blogs, webinars & wikis
Social Networking
  • Use Facebook
  • Create Facebook group
  • Use Twitter
Learning Management System
  • Upload content
  • Create, design, and edit course modules
  • Make content accessible
  • Create announcements, discussion forums, blogs, and wikis
  • Create assessments, surveys, and polls/use the Grade Center
  • Upload multimedia
  • Use IM or chat
  • Understand & use other learning management system tools

Pedagogical Readiness

The following pedagogical skills are needed to teach online and hybrid courses:

Fundamental Principles
  • Understand the differences between face-to-face and online instruction.
  • Utilize learner-centered pedagogy where concepts of interactivity, instructor-led facilitation and feedback are core elements.
  • Create learning activities that actively engage students and which encourage top-down cognitive processing skills (such as synthesis and problem-solving tasks)
  • Accommodate a variety of learning styles and strategies in both content delivery and learning activities.
Management and Interaction
  • Follow guidelines for regular effective contact students in both synchronous and asynchronous modalities.
  • Communicate and maintain learning objectives.
  • Cultivate and develop learning communities through group activities.
  • Create and maintain an atmosphere of trust.
  • Clarify clear participation requirements, facilitate and monitor interaction accordingly.
  • Integrate practical tasks into learning activities to illustrate practical real-world content applications.
  • Lead discussions rooted in inquiry that challenge students to question and develop their own conclusions.
  • Provide ongoing personalized feedback and suggestions for improving student performance.
  • Make additional resources available for learning.
Technology Integration
  • Identify the most appropriate technologies for content and learning outcomes.
  • Determine the modalities that are best used for course communication, discussion and assessment.
  • Present content that is easily navigable and accessible to all learners.
  • Integrate multimedia content that meets the learning styles and needs of all students as well as accessibility requirements.
  • Encourage cooperative learning through group activities that utilize current technology.
  • Provide multiple opportunities for ongoing authentic assessment that measure both student understanding of course content and participation.
  • Ensure that assessment tools are linked to learning objectives.
  • Use a variety of asynchronous assessment techniques in which students are able to demonstrate higher-order critical thinking skills.
  • Employ multiple assessment strategies to maintain active student engagement.
  • Make use of data from the assessment tools in Bb9.1 to evaluate the validity and reliability of the various assessment instruments.
  • Incorporate surveys to receive regular constructive student feedback and integrate it into the course structure. Understand the unique challenges that affect academic integrity and student authentication in the online environment.
  • Create or modify all course content so that it is accessible to students with disabilities.
  • Design the course layout so that it is easily navigable and readable and has alternate options for students with special needs.

Training Process & Requirements

New Online or Hybrid Instructor Training

Faculty who are new to online education and would like to teach online will need to take a technical training course and a pedagogy course prior to being cleared to teach online at Shasta College.

Contact your division dean to begin the process of taking this course.

Training Waivers

Previous Online Teaching Experience Faculty who have taught online at another institution within the past 5 years but not at Shasta College may be eligible to waive some of the faculty training requirements. They will need to arrange a meeting with their Division Dean to discuss their experience and present a course (or courses) that have been taught online. Even if some of the training requirements have been waived, in order to become acquainted with online education at Shasta College, faculty will need to familiarize themselves with Shasta College Online before being cleared to teach, and, because of changes in the Learning Management System, training in Canvas is highly recommended. 
You can reach SC Online Support at:

Previous Online Training/Certification Faculty who have not taught online but have taken the equivalent coursework, meaning courses that cover the same material as the required 4-week @One Introduction to Online Teaching and Learning, within the past 5 years may be eligible to waive some or all of the Shasta College training requirements. The courses must cover the same content as the Introduction to Online Teaching and Learning course. Proof of completion, as well as course descriptions are required. Since technology changes so quickly, if there was any coursework that was finished more than 5 years ago, all of the required Shasta College training courses for new online and hybrid instructors will need to be completed prior to being cleared to teach.

Even if some of the training requirements have been waived, in order to become acquainted with distance education at Shasta College, faculty will need to familiarize themselves with Shasta College Online and Canvas Resources prior to being cleared to teach.


This work, "Shasta College Online Faculty Resources", is a derivative of "PCCOnline Faculty Resources” by Pasadena City College Distance Education Program, used under a CC by Katie Datko, Editor.