Galambosi, A., & Ozelkan, E. C. (2013, June), Online Teaching Best Practices: Faculty Preferences  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22331

\bibitem{asee_peer_22331}
  Galambosi, A., \& Ozelkan, E. C. (2013, June), \emph{Online Teaching Best Practices: Faculty Preferences}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22331

Agnes Galambosi and Ertunga C Ozelkan.  "Online Teaching Best Practices: Faculty Preferences".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22331 Internet.  13 Dec, 2024

\bibitem{asee_peer_22331}
  Agnes Galambosi and Ertunga C Ozelkan.
  "Online Teaching Best Practices: Faculty Preferences".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22331 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_22331
author = "Agnes Galambosi and Ertunga C Ozelkan"
title = "Online Teaching Best Practices: Faculty Preferences"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22331}
number = {10.18260/1-2--22331}
}

TY  - CPAPER
AB  -                 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.
AU  - Agnes Galambosi
AU  - Ertunga C Ozelkan
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Online Teaching Best Practices: Faculty Preferences
UR  - https://peer.asee.org/22331
DO  - 10.18260/1-2--22331
ER  -