Effective Online Instructional Competencies as Perceived by Online University Faculty and Students: A Sequel Study
Date
2011
Authors
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Publisher
MERLOT
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.
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Keywords
Online Teaching, Instructor Competency, Instructional Effectiveness
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.