The practitioner’s model: designing a professional development program for online teaching

This article describes the experiences of staff responsible for developing and delivering professional development (PD) in online teaching in three universities in the same Australian state. Each university draws on a similar pool of staff and students, and operates under the same government regulations, but has used different models of policy and resourcing to implement their PD program. The implications of this are discussed, and a model for an “ideal” implementation presented.