This paper takes the SUNY (State University of New York) Learning Network faculty development program, which helps faculty and their students incorporate technology in their courses, the perspective of one educator who decided to participate in the program because online teaching would help him adapt to the current changes in higher education. The paper then describes the learning and student-centered approach which is one of the characteristics of online teaching. It does not present data on the effectiveness of learning via the computer or discuss issues related to online learning. To draw attention to the many ways in which teachers shift their perspective from a lecture-oriented approach to a learning-centered approach to teaching, the paper explains in detail how a teacher prepares for the course--in this case, "Interpersonal Conflict"--and how he actually teaches online. The paper suggests that advocates of online learning and traditional teaching may learn from one another. (Contains 16 references.) (NKA)