University of Central Oklahoma

The Challenge

Building Confidence in Online Learning

Transitioning to online education presents unique challenges for faculty across the globe, especially for those unfamiliar with digital instruction. It was no different for educators at the University of Central Oklahoma (UCO).

For faculty new to online learning, a lack of training can make it difficult to design and deliver high-quality online courses, navigate digital learning platforms, and foster meaningful engagement with students. A common misconception among faculty was that online courses lacked the depth and interaction of face-to-face instruction, contributing to concerns about lower student satisfaction, performance and retention rates.

The importance of online faculty development is not a new concept to UCO. In 2006, UCO formed the Center for eLearning and Connected Environment, alongside an Online Quality policy that required faculty to be certified in online instruction prior to teaching online.

However, with rapid developments in technology, evolving teaching pedagogies and growth in UCO’s online offerings, the need for continuous professional development for faculty became even more pressing. Online credit hours, once just 5-8% of total credit hours, are projected to reach 33% by spring 2025. To support this shift, faculty must be equipped to teach across eight online graduate programs, nine online undergraduate programs, and more than 1,400 online, hybrid, and self-paced courses.

Recognizing these challenges, UCO sought to uplift their faculty development program to enhance faculty confidence, improve course design and ensure standards amongst all faculty.

The Solution

A Personalized Approach to Faculty Development

To address these challenges, UCO developed the eLearning Facilitation Certification Workshop (eLFC), a structured yet flexible online training program designed to equip faculty with the tools and techniques needed for effective online teaching.  

The workshop is organized into four core modules, each focusing on a crucial aspect of online teaching. Faculty members gain hands-on experience with Brightspace and third-party integration tools by completing assignments within their own practice shell, allowing them to navigate and apply key features in a comfortable environment. Through discussion boards, knowledge checks and peer interactions, faculty build a sense of community while refining their teaching practices. 

To accommodate faculty at different stages of their online teaching journey, UCO also introduced a recertification track for experienced instructors in 2022. Brightspace’s selective release feature provides a branching option to personalize the training experience. This allows new online instructors completing the eLFC for the first time to benefit from collaborative discussion with experienced online faculty, fostering continuous professional development and strengthening a thriving community of practice. 

Experiencing Online Learning from a Student Perspective

To address misconceptions about online learning, the eLFC mimicked a student’s experience of online learning for faculty participants.

“By being enrolled as students in the workshop, faculty members gain firsthand insight into the challenges and opportunities that online learners face. They engage in discussion boards, submit assignments, and receive feedback, all while navigating Brightspace as their students would,” adds Barnett.

This experience fosters empathy and a deeper understanding of the online learning experience, enabling instructors to anticipate potential barriers, enhance clarity in course materials, and create engaging digital interactions that improve learning outcomes.

Empowering Through Micro-credentialing

A further development of the program in May of 2024 included the option to achieve a micro-credential badge from UCO’s LX Studio. By implementing micro-credentialing, UCO provided staff with the opportunity to demonstrate a more complete picture of their professional capabilities.

Faculty can display certified skills on professional networks, which can enhance their professional visibility, advance their career opportunities and motivate others to engage more deeply with the online teaching pedagogy.

By December 2024, 57% of faculty completed the steps required to receive their micro-credential digital badge.

The Result

Transforming Faculty Readiness

The implementation of the eLFC has had a profound impact on faculty effectiveness and student learning outcomes. Over 85% of UCO’s active online faculty have voluntarily completed the eLFC recertification, highlighting the program’s perceived value and effectiveness. Faculty members report increased confidence in designing and delivering online courses, resulting in more engaging and interactive learning environments.

Improvements in Student Engagement and Retention

Students have also experienced notable improvements in their online learning experiences. The application of interactive tools such as H5P, structured feedback mechanisms and enhanced course design has led to higher rates of student retention and academic performance.

Dr. Karis Barnett, Associate Professor, reflects, “The eLFC course transformed my approach to online teaching. I now use Brightspace’s interactive tools and discussion strategies that have significantly improved student engagement.”

Since the implementation of the eLFC, UCO has documented a steady increase in eLearning enrollment and an increase in the percentage of full to capacity online sections each term. Additionally, the Drop, Fail and Withdrawal rates have declined 3% for fully online courses and 6% for hybrid courses from 2020 to 2024. Likewise, the student retention rate has also shown improvements.

National Recognition

Beyond faculty and student success, UCO’s commitment to high-quality online education has garnered national recognition. The institution has advanced in Newsweek’s America’s Top Online Colleges rankings for four consecutive years, reinforcing its reputation for academic excellence in digital learning. UCO’s structured approach to faculty development has also set a benchmark for other institutions seeking to implement similar training programs.