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Online Teaching Best Practices: Faculty Preferences

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Systems Engineering Education Research

Tagged Division

Systems Engineering

Page Count


Page Numbers

23.946.1 - 23.946.19



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Paper Authors


Agnes Galambosi UNCC

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Agnes Galambosi earned her PhD in Systems and Industrial Engineering from the University of Arizona in Tucson. She also holds two MS degrees: one in Systems Engineering from the University of Arizona in Tucson, one in Meteorology from Eotvos Lorand University in Budapest, Hungary. She currently teaches at Systems Engineering and Engineering Management program at the University of North Carolina at Charlotte. Her research interests include a wide range of topics from educational games in college teaching to engineering management and optimization problems and applying systems methods to climate change modelling.

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Ertunga C Ozelkan University of North Carolina, Charlotte

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Ertunga C. Ozelkan, Ph.D., is Director and Associate Professor of Systems Engineering & Engineering Management, and the Associate Director of the Center for Lean Logistics and Engineered Systems at the University of North Carolina at Charlotte. Before joining academia, Dr. Ozelkan worked for i2 Technologies, a leading supply chain software vendor and for Tefen USA, a systems design and industrial engineering consulting firm. Dr. Ozelkan holds a Ph.D. degree in Systems and Industrial Engineering from the University of Arizona. He teaches courses on supply chain management, lean systems, decision analysis, designed experimentation, and systems design and optimization. His current research interests include on the education side development of simulations and cases for active learning, and on the modeling side supply chains and logistics management, and production systems planning and optimization, and applications in different industries.

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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. 10.18260/1-2--22331

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