A recent mandate by the American Registry of Radiologic Technologists requires that U.S. radiologic technologists complete continuous qualification requirements (CQR). This study examined faculty skills and practices at an American university that developed online CQR courses in response to this mandate. It was specifically designed to assess the knowledge and skills of this university's faculty with regard to best practices in an online learning environment, so as to provide the basis for meeting faculty needs in distance education. Dewey's work on constructivism served as the framework guiding this study. A qualitative, intrinsic case study was employed to collect data using semistructured interviews of 11 imaging science faculty. NVivo10 -®-?¢ software was used to help analyze the data through a methodical approach of open and axial coding allowing for categorical creation of nodes. Through successive iterations, the nodes were further collapsed and emerged into 6themes: preparation for the online environment; just-in-time learning; knowledge of pedagogical and best practices; platform preparation/technology; interaction with students; and in retrospect, which was defined as the participants' reflections on previous experiences. The results were used to inform a position paper recommending ongoing professional development programs complimented with support services. Implementing the recommendations may position faculty to be more pedagogically appropriate when instructing in the online environment. The study contributes to positive social change by providing faculty with online teaching tools and skills. By positioning faculty with online pedagogical skills that improve instructional currency, practicing radiological technologists and their patients will ultimately benefit through enhanced patient care.

A recent mandate by the American Registry of Radiologic Technologists requires that U.S. radiologic technologists complete continuous qualification requirements (CQR). This study examined faculty skills and practices at an American university that developed online CQR courses in response to this mandate. It was specifically designed to assess the knowledge and skills of this university's faculty with regard to best practices in an online learning environment, so as to provide the basis for meeting faculty needs in distance education. Dewey's work on constructivism served as the framework guiding this study. A qualitative, intrinsic case study was employed to collect data using semistructured interviews of 11 imaging science faculty. NVivo10 ®� software was used to help analyze the data through a methodical approach of open and axial coding allowing for categorical creation of nodes. Through successive iterations, the nodes were further collapsed and emerged into 6themes: preparation for the online environment; just-in-time learning; knowledge of pedagogical and best practices; platform preparation/technology; interaction with students; and in retrospect, which was defined as the participants' reflections on previous experiences. The results were used to inform a position paper recommending ongoing professional development programs complimented with support services. Implementing the recommendations may position faculty to be more pedagogically appropriate when instructing in the online environment. The study contributes to positive social change by providing faculty with online teaching tools and skills. By positioning faculty with online pedagogical skills that improve instructional currency, practicing radiological technologists and their patients will ultimately benefit through enhanced patient care.