Presentation Title

A Question of Online Instructional Priorities among Administrators, Faculty, and Students

Location

Benner Library Fishbowl

Start Date

18-4-2017 2:30 PM

End Date

18-4-2017 2:50 PM

Scholarship Domain(s)

Scholarship of Discovery

Description

Author Abstract:

This study explored the differences in expectations between administrators, full-time residential faculty members, online adjunct faculty members, and online students related to online instructional behaviors at Olivet Nazarene University. No prior study had been identified that compared the online instructional priorities of these groups. The results indicated that full-time faculty (M = 4.29), not adjuncts (M = 4.55), had the lowest priorities for online instructional behavior, that adjunct faculty members’ perceptions aligned with administrator priorities on 25 of the 29 items, and that past experience does correlate with priorities in all groups except for adjunct faculty. An implication of the study is that specialization in the online delivery modality may have more impact on quality instruction than faculty status as full-time or adjunct.


This document is currently not available here.

Share

COinS
 
Apr 18th, 2:30 PM Apr 18th, 2:50 PM

A Question of Online Instructional Priorities among Administrators, Faculty, and Students

Benner Library Fishbowl

Author Abstract:

This study explored the differences in expectations between administrators, full-time residential faculty members, online adjunct faculty members, and online students related to online instructional behaviors at Olivet Nazarene University. No prior study had been identified that compared the online instructional priorities of these groups. The results indicated that full-time faculty (M = 4.29), not adjuncts (M = 4.55), had the lowest priorities for online instructional behavior, that adjunct faculty members’ perceptions aligned with administrator priorities on 25 of the 29 items, and that past experience does correlate with priorities in all groups except for adjunct faculty. An implication of the study is that specialization in the online delivery modality may have more impact on quality instruction than faculty status as full-time or adjunct.