Covid-19 required educational institutions to shift online and adapt to E-learning. To maximize their effectiveness teaching through online platforms, faculty who primarily had experience with face-to-face instruction likely required training. The Theory of Skill Acquisition provided the framework for our study, which investigated the participation of post-secondary faculty teaching agricultural sciences in formal, non-formal, and informal teaching training prior to and as a result of Covid-19. Our data indicate that, while participation in teaching training suffered during Covid-19, faculty voluntarily undertook initiatives to receive the training they required, especially as it related to E-learning. During Covid-19, faculty most heavily relied on the Instructional Office of Scholarly Teaching & Learning to receive nonformal training and on peers in their department or at their institution to receive informal training. Under the lens of the Theory of Skill Acquisition, the training faculty participated in during Covid-19 will allow them to eventually acquire the same level of skill in their online classrooms as they had in their face-to-face classrooms. As Covid-19 likely accelerated future online course offerings at the post-secondary level, it is critical that faculty have ongoing access to formal, nonformal, and informal training opportunities in E-learning.

Keywords: informal training, non-formal training, formal training, online learning, E-learning