June 23, 2013
June 23, 2013
June 26, 2013
23.946.1 - 23.946.19
Online Teaching Best Practices: Faculty PreferencesAbstractOnline education is a strategic initiative that has been applied for growth by a number ofuniversities over the past decade. Establishing a quality online program is easier said than done.The online learning system and infrastructure needs to be carefully designed to address not onlythe end-customer’s (i.e., the students’) needs but other stakeholders’ needs as well, especially,the needs of the faculty who plays a major role executing the online production and deliveryprocess. In this study, we analyze faculty preferences towards online teaching practices andrelated tools/techniques. This is a continuation of a previously presented work, “Perception andPreferences of Faculty for Online Learning” that analyzed departmental differences of facultypreferences on online teaching techniques and tools. In the present study, we further investigatethe differences in online teaching preferences on best practices with respect to facultydemographics such as gender, age, as well as their job title (tenure status: tenure, tenure-track ornon-tenure, status: full-time or part-time), the level of the course they teach and previous onlineteaching experiences. Best online teaching practices are being discussed in terms of ways ofdelivering the lectures, assignments, examinations, communication, class initiation, andattendance and participation requirements. We also discuss faculty incentives and facultyperception on the impact of online teaching on program growth and student performance. Theseresearch questions have been investigated via a survey conducted at University of X. Based onthe survey, faculty and student challenges with online teaching and faculty perception of idealonline-teaching environment are also discussed. The results show that there are variations amongthese factors mentioned above.
Galambosi, A., & Ozelkan, E. C. (2013, June), Online Teaching Best Practices: Faculty Preferences Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22331
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015