From innovators to majority: evolution in faculty webCT training

Abstract

This article explores the changes that were necessary to be made to WebCT training at the University of Maryland in relation to shift in the faculty participants. Everett Rogers' model for innovations, a faculty development model, and a set of faculty focus groups guided the restructuring. Training materials were redesigned to provide a more flexible platform from which to offer training to individuals, programs and special focus areas. The faculty support structure has also evolved to offer a variety of options.