The purpose for the study presented in this paper was to understand the experience of instructors as they adapted to teaching online in a new interdisciplinary graduate program in health promotion studies. Semistructured interviews were conducted with eight instructors and subjected the transcripts to qualitative analysis. Themes that emerged included quality of online discussions, changes in teaching styles, time issues, attitudes to online teaching, and influences on classroom teaching. The paper discusses the findings in relation to changes in the cognitive, affective, and managerial roles of instructors and provides the implications for enhancing instructors' contributions to online education, including using a more learner-centered approach.
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