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.
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
Basic Computer Skills
- Audio recording (microphone)
- Data entry
- Data editing
- Database creation
- Create & name files
- Understand file formats (doc,
.docx, rtf, text, JPEG, GIF, PDF, WAV, MPEG etc.)
- Understand file storage
- Organize and manage files
- Create, edit & save
- Use formatting techniques
(bulleted/numbered lists; page numbers, etc.)
- Insert tables, graphs, and
graphics into documents
- Create Table of Contents
(TOC) and Indexes
- Create, edit & save
- Add multimedia to presentation
- Record audio narration for
- Send & receive email
- Attach documents &
- Participate in email
- Create & manage contact
- Create & manage
- Understand & use
different browser types
- Know how to do targeted
- Understand how to use online
- Be familiar with YouTube,
Skype, podcasts, blogs, webinars & wikis
- Use Facebook
- Create Facebook group
- Use Twitter
Learning Management System
- Upload content
- Create, design, and edit
- 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
The following pedagogical skills are
needed to teach online and hybrid courses:
- 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
Management and Interaction
- Follow guidelines for regular effective contact students in both synchronous and asynchronous
- Communicate and maintain
- 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
- Lead discussions rooted in
inquiry that challenge students to question and develop their own
- Provide ongoing personalized
feedback and suggestions for improving student performance.
- Make additional resources
available for learning.
- 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
- 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.
Process & Requirements
Online or Hybrid Instructor Training
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.
|Previous Online Teaching
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 and the Educational Technology 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
You can reach SC Online Support at:
Faculty who have not taught online
but have taken the equivalent coursework, meaning courses that cover the same
material as the required 4-week course listed above, 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 Teaching in Canvas Training 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.
"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.