The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Larisa Olesova, Susan Campbell


The 2017 survey of Faculty Attitude on Technology conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts said it is not a surprise because instructional designers are underutilized and their role in Higher Education is still not clear. This qualitative study examined the faculty members’ perceptions about their mentorship relations with instructional designers when they designed and developed asynchronous online courses. This study also explored factors that may lead to successful mentorship relationships between instructional designers as mentors and faculty members as mentees. Higher education administration, university faculty, and instructional designers will benefit from the results of this study. 


mentorship, instructional design, asynchronous online teaching and learning

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