A Question of Online Instructional Priorities among Administrators, Faculty, and Students
Project Type
Event
Scholarship Domain(s)
Scholarship of Discovery
Abstract
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.
A Question of Online Instructional Priorities among Administrators, Faculty, and Students
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.