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The program supports instructors transitioning to online and non-traditional teaching, offering multiple completion pathways such as recognition of prior learning and structured immersion in the online learning environment. The study examines learner challenges and how addressing them enabled constructivist and connectivist approaches, fostering sustained connections, challenging myths, and shaping teaching practice through learning theories and evidence-based practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-instructor-development-a-cool-story/599192/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-instructor-development-a-cool-story/599192.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the COOL program, and who is it designed for?","Question",{"text":112,"@type":113},"The COOL program is a free, non-credit professional development certificate for instructors. It prepares instructors to design, develop, and teach high-quality online, open, and hybrid courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the program support multiple pathways to completion?",{"text":117,"@type":113},"The program includes multiple completion pathways, including recognition of prior learning and structured immersion in the online learning environment.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning approaches did participants adopt through the program?",{"text":121,"@type":113},"By overcoming engagement challenges, participants were able to embrace constructivist and connectivist approaches, building ongoing connections and refining their teaching practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599192,1792886050,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Online Instructor Development: A COOL Story  \nNick Baker, John Freer, Nobuko Fujita, Alicia Higgison, Mark Lubrick, Brandon M. Sabourin, Jane Sylvester & Paula M. van Wyk University of Windsor and St. Clair College  \nThis paper explores the development of a flexible, free, online certificate program built on open educational resources to support instructors transitioning to online and non-traditional teaching modes. The program offers multiple pathways to completion, including recognition ofprior learning and immersingparticipants in the online learning environment. We describe the challenges learners had to overcome to engage in the program and how, in doing so, they were able to embrace constructivist and connectivist approaches. These, in turn, afforded them ongoing connections, broke the mold ofpreconceptions and myths when preparing to engage future online learners, and shaped their practice through exposure to learning theories and evidence-based practices. In this paper, we explore the initial design of the program through the lens ofthe program facilitators and learners from the first cohort, and share our collective learning and reflections from this process.  \nNous nous penchons ici sur l’élaboration d’un programme de certificat gratuit, souple et basé sur des ressources éducationnelles ouvertes. Offert en ligne, ce programme est conçupour aider les professeurs à faire la transition vers l’enseignement en ligne et vers des méthodes d’enseignement non traditionnelles. Il existe de nombreuses manières de satisfaire aux exigences du programme, y compris la reconnaissance de l’apprentissage et del’immersion dans un environnement d’apprentissage en ligne. Dans notre article, nous faisons état des difficultés auxquelles les apprenants ont été confrontés lors de leurparticipation au programme. Nous montrons comment, en surmontant ces obstacles, ils se sont approprié des approches constructivistes et connectées, lesquelles leur ont permis d’établir des connexions et de déconstruire certains mythes et préjugés au bénéfice desfuturs apprenants en ligne, tout en les aidant à façonner leur pratique au moyen de théories de l’apprentissage et de pratiques fondées sur des donnéesprobantes. Notre étude examine la conception initiale du programme à partir du point de vue des animateurs et des apprenants de lapremière cohorte. Nous présentons également les réflexions et les leçons que nous avons tirées, collectivement, de cette expérience.  \nIn post-secondary  \ncontinues to grow  \neducation, online learning at a pace outstripping overall  \nenrolments (Donovan [et. al](et. al)., 2018). In the United States, online enrolments increased by 5% between 2012 to 2016, while overall enrolments declined by almost 4%(Seaman, Allen, & Seaman, 2018). During  \nthe same time period in Canada, online enrolments grew by 40% in universities and 60% in colleges, whereas overall enrolments grew by approximately 2%(Donovan et al. 2018). Nearly 30% of all students enrolled in higher education in the United States are taking at least one online class (Allen & Seaman,  \n2017), while in Canada the figures are slightly lower at approximately 25%(Donovan et al. 2018) .  \nWhereas demand for online learning is increasing, the lack of professional development for online teaching remains a barrier to adoption at postsecondary institutions (e.g., Donovan et al. 2018; Kebritchi, Lipschuetz, & Santiague, 2017; King et al., 2019; Orr, Williams, & Pennington, 2009) . It has also been noted that institutional culture, myths, and practices often hold individual faculty back from exploring teaching innovation (Beetham, 2012) . Thus, there has been a call for more professional development opportunities in online and technologyenabled curriculum design, which can play an important role in influencing change at the institutional level (Sharpe & Armellini, 2020) .  \nThe key for success with online teaching is motivating faculty members to innovate and providing support in the","cbCairNasH1gFVZY","https://ap.wps.com/l/cbCairNasH1gFVZY","pdf",250786,11,"English","# Program purpose and context\n## Professional development needs in post-secondary online teaching\n## Barriers: motivation, time, perceived disconnect, and didactic habits\n## Program design and flexible completion pathways\n## Learner experiences and learning approaches","[{\"question\":\"What is the COOL program, and who is it designed for?\",\"answer\":\"The COOL program is a free, non-credit professional development certificate for instructors. It prepares instructors to design, develop, and teach high-quality online, open, and hybrid courses.\"},{\"question\":\"How does the program support multiple pathways to completion?\",\"answer\":\"The program includes multiple completion pathways, including recognition of prior learning and structured immersion in the online learning environment.\"},{\"question\":\"What learning approaches did participants adopt through the program?\",\"answer\":\"By overcoming engagement challenges, participants were able to embrace constructivist and connectivist approaches, building ongoing connections and refining their teaching practice.\"}]","Online Instructor Development: A COOL Story | PDF",1792088318,28]