Using semi-structured interviews, this study set out to explore how faculty experiences in reading, teaching, and technology inform their use of hyperlinks and hypermedia in online teaching, learning, and course design. Further, an exploration of how faculty learn new technologies as they develop their online courses serves as a lens through which to view course design and its evolution. Study findings reveal that the use of hypermedia in online course design reflects the reading preferences and practices of the faculty developing the course. Further, findings indicate that, even when formal faculty development programs are offered, faculty learning is extremely fluid, with heavy reliance upon the resources they can find easily and immediately as a means of learning new things. New teaching philosophies were rarely adopted, but new course structure elements and technologies were adopted if the faculty felt they would assist in the content delivery process. As a result, recommendations include the development of just-in-time resources for faculty, and the development of faculty development programs that allow for individualized assistance and transfer.
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