ABSTRACT This study examines the relationship between one approach to training new online instructors and the ways in which the program influenced their beliefs about and attitudes about teaching online over time. The Technological Pedagogical Content Knowledge (TPACK) model serves as the theoretical framework for analyzing three primarily qualitative sources of data including (1) participants’ program application essays, (2) post-training program evaluation data; and (3) a follow-up survey of instructors after they delivered their redesigned course online. Findings reveal that, prior to and immediately following the training, instructors were highly optimistic about their course redesign and skill/knowledge development. After teaching the course online, participants were less optimistic and less satisfied with their training experience than they had been immediately prior to or following the training. Multiple instructors cited a need for additional or continued training and support.

中文翻译：

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培训对教师在线教学信念和态度的影响

摘要 本研究考察了一种培训新在线教师的方法与该计划随着时间的推移影响他们对在线教学的信念和态度的方式之间的关系。技术教学内容知识 (TPACK) 模型作为分析三个主要定性数据来源的理论框架，包括 (1) 参与者的计划申请论文，(2) 培训后计划评估数据；(3) 对教师在线提供重新设计的课程后的后续调查。调查结果显示，在培训之前和之后，讲师对他们的课程重新设计和技能/知识发展非常乐观。在线授课后，与培训之前或之后的情况相比，参与者不太乐观，对他们的培训体验也不太满意。多位讲师表示需要额外或持续的培训和支持。