Evidence-based teaching practices in online courses: The end of a lone-instructor model

  • Robyn Foshée
  • Milan Vidaković


Participants in our Winter 2020 graduate course on hybrid pedagogies held roles of both student and instructor. This placed them in an apt position to evaluate the strengths of and areas for improvement in technology-supported teaching. At the end of the term we asked them what instructors of online courses should focus their efforts on. Their responses emphasized community building. In this paper we examine building a teaching community as a step toward modeling and fostering a learning community in online courses.