Abstract
Faculty development in online teaching has often focused mainly on face-to-face or online training workshops. The Performance-Based Faculty Development Model provides a comprehensive faculty preparation model that goes beyond the traditional training model. The Performance-Based Faculty Development Model takes into consideration both formal and informal training, performance support, knowledge sharing, communities of practice, and formative evaluation. This paper examines issues related to the implementation of the Model and factors contributing to the successes or failures of the implementation. The findings indicated that all components of the Model are important. Nevertheless, performance support such as one-to-one coaching plays a key role in the design and delivery of online teaching.