The professional development of online teachers is now commonplace in most universities. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods research design, data were gathered using questionnaires, reflective journals and focus groups to determine the threshold concepts about online teaching, and perceptions of ideal online learning contexts. As well as identifying threshold concepts about online teaching and perceptions of teachers’ and students’ ideal views of online learning contexts (reported elsewhere), the study produced curricular guidelines to inform the design of professional development outputs for online teachers in higher education contexts. This article reports on an example of how these professional development guidelines were implemented at one higher education institution to provide wide-scale implementation of a professional development program for academic staff engaged in online teaching.

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面向在线新手的专业学习计划：使用门槛概念和在线学习观念来应用专业发展指南

现在，在线教师的专业发展在大多数大学中司空见惯。除了相对简单的决定，即为大学内的新手和经验丰富的在线教育工作者提供专业的学习支持外，关于此类支持的性质和内容的决定也并非总是那么明确。这项研究旨在收集有关当前学生和教职员工的经验和观点的证据，从而为一系列的教学指南提供了依据，这些指南可作为在线新手教师专业学习计划的基础。使用混合方法研究设计，使用问卷，反思性期刊和焦点小组收集数据，以确定有关在线教学的阈值概念以及理想的在线学习环境的感知。除了确定有关在线教学的阈值概念以及教师和学生对在线学习环境的理想看法的认知（在其他地方报道），该研究还制定了课程指南，以指导高等教育环境中在线教师的专业发展成果的设计。本文报告了一个示例，说明如何在一家高等教育机构中实施这些专业发展指南，以为从事在线教学的学术人员提供大规模实施的专业发展计划。