Online and blended learning are among the most learning-teaching form especially in post-Covid education. Institutions prefer them due to their advantages over traditional face-to-face instruction. Online learning can take place synchronously and/or asynchronously via the Internet while blended learning commonly refers to the fusion of online and face-to-face learning with the decrease in face-to-face sessions. The related literature suggests that many variables such as motivation, student readiness, digital literacy, etc. need to be considered for both online and blended learning-based designs. Although the readiness of faculty is among these variables, the amount of publications on this subject is scarce compared to other variables. Therefore, in this descriptive study document analysis is conducted for examining recent publications in the literature about the readiness of faculties for online and blended learning and teaching. The scope of the literature review consists of studies published in journals with SSCI or SCI-E index between 2010-2020. The authors conducted a web search for the study by using the keywords as “faculty online teaching readiness”, “blended teaching readiness”, “distance teaching readiness” and accessed 18 studies in which nine of them measure readiness level of instructors; four of them investigate factors influencing teacher/faculty readiness; another four of them present an instrument/model and the other is a literature review. The findings are considered to help especially the researchers at instructional technology support units and interested in professional development of faculty for effective online and/or blended instruction.
Anahtar Kelimeler: Faculty Online Teaching Readiness, Blended Teaching Readiness, Distance Education