a. I am a new instructor.
b. I have been teaching for more than 3 years.
c. I have been teaching for more than 10 years.

a. I have taught in face-to-face settings, but not online.
b. I have have taught a web-enhanced course before (students meet face-to-face but some activities or course materials provided online).
c. I have taught an online course before.

a. I am not very comfortable using a computer and try to avoid using them when an alternative is available.
b. I am somewhat comfortable using a computer, but need help from time to time.
c. I am very familiar with computers and am very independent in my use of them.

a. I am new to Blackboard.
b. I have used Blackboard, but still have questions about certain features.
c. I use all of the features of Blackboard with ease.

a. I do not browse the Internet very often.
b. I'm moderately comfortable.
c. I frequently browse the Internet with ease.

a. I am not at all familiar with this.
b. I use email sometimes and have attached files with some assistance.
c. I use email frequently and do not have trouble with file attachments.

a. I am not at all familiar with this.
b. I have participated in one of these a few times.
c. I use these forms of online communication frequently.

a. The files on my computer are somewhat disorganized.
b. I sometimes save file to folders, but sometimes Ihave trouble finding files.
c. I have a very organized file system on my computer.

a. I use the "hunt and peck" typing method.
b. I can type about 30 words per minute.
c. I can type at a professional level (60 words per minute or faster).

a. I am not at all comfortable and I would refer students directly to the help desk.
b. I could help students with a few things.
c. I am very comfortable assisting my students with most of the problems that they might encounter while attempting to participate in an online course.

a. Teaching (preparing and presenting) this course will take less time than a face-to-face class of the same topic.
b. Teaching (preparing and presenting) this course will take about the same amount of time as a face-to-face class of the same topic.
c. Teaching (preparing and presenting) this course will take more time than a face-to-face class of the same topic.

a. I tend to respond to the "here and now" class needs in order to capitalize on spontaneous events for instruction. My plans are not usually written on paper but I have a solid idea of my goals for the course.
b. My lesson plans are based on the interests and curiosities of the students. I develop a syllabus and lesson plans with input from the students. Curriculum guides, texts, and materials are used as resources for a constantly changing program rather than as the program itself.
c. My lesson planning follows prescribed curriculum guides or text chapters, which are translated into a written outline of specific weekly or daily plans. Any variation in activity is thought out in detail and schedule changes are rarely made.

a. I have a solid idea of what I want students to get out of the course, but rarely publish these goals and like to be spontaneous and flexible as I teach each course session.
b. I write general learning objectives for the overall course, but not for each specific planned portion of the course content.
c. I write learning objectives for each planned portion of my course content and publicize these for students.

a. I like to give an exam at the end of each major section of course content.
b. I like to provide a variety of assessments, both formative and summative, including exams, essays, projects and other types of activities.
c. Most of my course assessment involves a major project or essay.

a. I expect students to work as individuals.
b. I expect students to work as active group members.
c. My expectations are varied by the type of assessment I'm doing - some activities require individual performance and some require group work.

a. I find them to be very stressful.
b. I can usually make adjustments to cope with them.
c. I deal with them easily and usually have a "Plan B" already prepared in advance.

a. I often have other activities or demands that impact my office hours and frequently cannot commit to them.
b. I usually commit to my office hours, but sometimes must make changes or reschedule with students.
c. I consider my office hours to be critical and take great measures to keep them open for students.

a. I don't know.
b. I am lacking some resources.
c. Yes.

a. I use a dial-up modem to access the Internet, and this is shared with an office or household phone line.
b. I have dedicated access to the Internet, but it is not fast enough to view video and/or listen to sound.
c. I have dedicated access to the Internet and it is fast enough to view video and/or listen to sound.

a. I could work at a computer for an hour, but then I would need a considerable break before continuing.
b. I could work at a computer for an hour with a short break before continuing.
c. I frequently spend more than an hour working at the computer without interruption.

a. Learning informally from colleagues.
b. Short professional training sessions (an hour or so) led by training staff or other technical professionals.
c. Self-study through online tutorials and/or print materials.
d. A formal colleague-mentor relationship.
e. One-on-one training from professional staff.
f. Professional development conferences.