This dissertation examines the type of training currently available to potential online instructors in order to generate a graduate-level degree program design effectively offering online pedagogy. Current online teacher training is largely based on acquisition of technological skills, such as mastering the operational components of a platform (Blackboard, Moodle, D2L), however, current scholars are now demonstrating that platform-only training is insufficient and does not provide online instructors with a metacognitive understanding of pedagogy unique to online classrooms. Using Krashen and Gee's definitions of acquisition and learning, this dissertation identifies online teacher training as a movement of New Literacy Studies. The results from analyzing multiple data sources demonstrate that a balance of technological acquisition and pedagogical learning provides an appropriate framework for creation of a graduate-level program in online pedagogy. This research also demonstrates that online pedagogy is a unique field of study and cannot rely on definitions, behaviors, or training designed for face-to-face instructors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]