Introduction: Online learning and work are commonplace in both engineering and professional communication. To be effective online, even experienced face-to-face teachers require new skills. About the case: This case reports on the design and delivery of faculty training on teaching online at a Norwegian university during the COVID-19 pandemic. Two questions are examined: 1. What topics and training designs are suitable for beginning online teachers with little time to implement the results of the training? 2. In this emergency context, how do local conditions impact the design and delivery of such training? The training focused on building interactive online courses, providing formative feedback for students, and choosing between synchronous and asynchronous teaching. Situating the case: The literature suggests that teachers often undergo a shift in their teaching philosophies and methods when transitioning to online environments. Methods/approach: Pretraining and post-training reflection were used as informal data sources to develop the training sessions and to holistically discuss the themes that emerged from the training. Results/discussion: Two online and one face-to-face 2-hour training sessions were delivered to three groups of faculty. Three main themes emerged from the training: active learning, synchronous/asynchronous teaching, and providing formative feedback to students. Conclusions: Challenges included convincing participants to shift from the lecture as the main method of instruction to more interactive and active techniques, as well as reconciling the standardized course study plans with individual teachers’ instructional needs. Larger studies of training programs and more formal methods of data analysis are suggested.

中文翻译：

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挪威大学在线教学的教师发展培训：经验报告

介绍：在线学习和工作在工程和专业交流中都是司空见惯的。为了提高在线效率，即使是经验丰富的面对面老师也需要新技能。关于此案：该案例报告了在COVID-19大流行期间在一所挪威大学在线教学的教师培训的设计和交付。研究了两个问题：1.什么主题和培训设计适合没有时间来实施培训结果的新手在线教师？2.在这种紧急情况下，当地条件如何影响此类培训的设计和交付？培训的重点是建立交互式在线课程，为学生提供形成性的反馈，以及在同步和异步教学之间进行选择。案情： 文献表明，教师在过渡到在线环境时经常会发生教学观念和方法的转变。 方法/方法： 培训前和培训后的反思被用作非正式数据源，以开发培训课程并从整体上讨论培训中出现的主题。 结果/讨论：向三组教师提供了两个在线和一个面对面的2小时培训课程。培训产生了三个主要主题：主动学习，同步/异步教学以及向学生提供形成性反馈。结论：面临的挑战包括说服参与者从作为主要授课方法的授课方式转向更具互动性和主动性的技术，以及使标准化课程学习计划与个别教师的授课需求相协调。建议对培训计划进行更深入的研究，并采用更正式的数据分析方法。