Online Graduate Instruction: What Faculty Consider Reasonable In Relation to What Students Expect

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dc.contributor.authorBailie, Jeffrey
dc.date.accessioned2020-01-06T22:44:39Z
dc.date.available2020-01-06T22:44:39Z
dc.date.issued2015
dc.description.abstractIn this investigation, the author utilized a modified Delphi technique to validate whether graduate level online faculty and learners could achieve a consensus of opinion relative to a range of instructional practices commonly associated with online education. A list of administrative guidelines pertaining to online instruction collected from an assortment of post-secondary institutions in the United States was examined by participants to address whether a consensus could be established between what online faculty and online students perceived as important instructional practices in online delivery. The findings of this study offer insight into how administratively driven instructional practices in the areas of Communication, Presence & Engagement, and Timeliness/Responsiveness relate to the expectations of online learners, and the realisms of online faculty.en_US
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dc.identifier.citationBailie, J. L. (2015). Online graduate instruction: What faculty consider reasonable in relation to what students expect. Journal of Online Learning & Teaching, 11(1), 42-54.en_US
dc.identifier.issn1558-9528
dc.identifier.urihttp://hdl.handle.net/20.500.12264/121
dc.language.isoen_USen_US
dc.publisherMERLOTen_US
dc.rightsOriginally 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.subjectGraduate Online Instructional Practicesen_US
dc.subjectGraduate Online Learner Expectationsen_US
dc.titleOnline Graduate Instruction: What Faculty Consider Reasonable In Relation to What Students Expecten_US
dc.typeArticleen_US

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