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Effective Online Instructional Competencies as Perceived by Online University Faculty and Students: A Sequel Study

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dc.contributor.author Bailie, Jeffrey
dc.date.accessioned 2020-01-06T23:10:58Z
dc.date.available 2020-01-06T23:10:58Z
dc.date.issued 2011
dc.identifier.citation Bailie, J. L. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. MERLOT Journal of Online Learning and Teaching, 7(1), 82-89. en_US
dc.identifier.issn 1558-9528
dc.identifier.uri http://hdl.handle.net/20.500.12264/123
dc.description.abstract In this sequel investigation, the author utilized a modified Delphi technique to validate whether graduate level online faculty and learners could reach a consensus on the criticality of previously identified online faculty competencies. Comparisons of the leading competencies identified for online instruction and the differing modalities from previous investigations were examined in this study to determine whether they continue to be representative of those contained in the literature. This investigation confirmed that when a modified Delphi approach was instituted, competencies that were identified by similar research studies over the past decade continue to be regarded by vested constituents as important. Finally, it was shown that a consensus between what online faculty and online students perceived as important instructional competencies continues to be possible. en_US
dc.format Full Text
dc.language.iso en_US en_US
dc.publisher MERLOT en_US
dc.rights Originally published in MERLOT Journal of Online Learning and Teaching at https://jolt.merlot.org under a Creative Commons Attribution-Non-Commercial-Share-Alike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/
dc.subject Online Teaching en_US
dc.subject Instructor Competency en_US
dc.subject Instructional Effectiveness en_US
dc.title Effective Online Instructional Competencies as Perceived by Online University Faculty and Students: A Sequel Study en_US
dc.type Article en_US

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