Tony Bates references this paper (19 page PDF) and it's not surprising given his concern for faculty training in online learning over the years. This article reflects continued calls for higher education institutions to help faculty to develop pedagogical and technical expertise in digital education and is "a systematic analysis of the narrative comments" from recent surveys on faculty professional development. It reflects a wide range of practices, expectations and processes. My observation is that after 20 years of digital education we're still looking at "changing negative stereotypes and promoting positive faculty attitudes," a trend evidenced by the lack of preparation to teach digitally on the part of so many faculty in 2020, which raises the question of why we're treating university professors as teachers (which they manifestly don't want to be).
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