ABSTRACT
Sources of self-efficacy can be used as a foundation from which to identify learning outcomes of faculty professional development programs aimed at supporting instructors through the transition to online teaching. The rapid proliferation of online courses at higher education institutions necessitates a better understanding of instructor readiness to transition from traditional teaching to online teaching. A greater understanding of the beliefs that prevent traditional face-to-face instructors from acquiring the knowledge and skills necessary for online course design and delivery and migrating to online teaching is fundamental. Consequently, the significance of social cognitive theory to this transition needs to be examined to determine the impact of self-efficacies on instructor readiness to teach online. Transitioning from one method of course delivery to another can be hindered by fears and assumptions that have the potential to negatively impact an instructor’s confidence and belief in their abilities to be successful. As a result, faculty professional development programs need to consider the transition process instructors undergo and design programs that support and guide instructors as they confront their fears and clarify assumptions to strengthen their self-efficacies.
