This paper explores the ongoing development of a blended training initiative designed to help engineering faculty transition traditional lecture-based courses into fully online formats. The program utilizes a bichronous online learning model that blends asynchronous and synchronous components, mirroring the intended online student experience while enhancing course quality. The study examines the integration of research-based pedagogy, active learning strategies, and technological tools in the course transformation process. Although the initiative is ongoing, this paper provides an overview of the background, research question, literature review, and methodology. Future research will focus on evaluating the program’s effectiveness and its long-term impact on faculty teaching practices and student learning outcomes.

Author: Hong Shaddy

Published in: London International Conference on Education (LICE-2024)

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/LICE.2024.0008
• ISBN: 978-1-913572-74-7
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK