What Online Students Want Compared to What Institutions Expect

Date

2014

Journal Title

Journal ISSN

Volume Title

Publisher

Online Journal of Distance Learning Administration

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.

Description

Article shared in the repository with the permission of the author. Originally published in the Online Journal of Distance Learning Administration.

Keywords

Learner Expectation, Online Education

Citation

Bailie, J. L. (2014). What Online Students Want Compared to What Institutions Expect. Online Journal of Distance Learning Administration, 17(2).

DOI