Do Instructional Protocols Placed on Online Faculty Correlate with Learner Expectations?
Date
2014
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Academic and Business Research Institute
Abstract
The purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a group of experienced online student participants. Online faculty performance conventions were collected from 20 institutions of higher learning located in the United States. The collective practices yielded three primary domains related to administrative faculty performance expectations in online instruction: Communication, Presence/Engagement, and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges and universities in the United States were surveyed to determine their expectations for online faculty as compared to scaled items derived from the lists of participating institutions. The results of this investigation offer practitioners insight into how administrative instructional guidelines relate to the user demands of an informed group of undergraduate online students.
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Keywords
Online Teaching, Instructional Protocol, Student Expectations of Faculty, Online Teaching, Instructional Protocol, Student Expectations of Faculty
Citation
Bailie, J. L. (2014). Do instructional protocols placed on online faculty correlate with learner expectations? Journal of Instructional Pedagogies, 13.