With the new demand for qualified online instructors, universities have struggled with ad hoc supply models to meet it. Most institutions have poached the business world to convert business professionals into teachers. Working against academia are the trends of an aging and homogenous faculty workforce, not to mention the incompetence of developing bench strength. Thus with demand for online classes booming, the online instructor has gained prominence. However, there is a problem. Online learning research has always been student or technology focused. From the student perspective, research has examined many different pedagogies. From the technical perspective, learning management systems (LMS) are adapting and evolving at the speed of light. But where is the research on online faculty development? How are online faculty learning and improving? And are they effective in the classroom. This study takes a look at the online classroom environment and determines if the teaching in the classroom increases the skills and qualities of subject matter expertise, efficacy, learning, teaching effectiveness, and social capital. It also examines how those qualities differ in a group of 14 faculty members as determined by student evaluations of faculty members participating in the study. This study used a mixed methods approach with two phases. The first part of the study used a discovery model framework based on theories of social networks, talent management, pedagogy, and skill development. This study employed semi-structured qualitative interviews to uncover the skills and qualities of subject matter expertise (SME), efficacy, learning, teaching effectiveness, and social capital in online faculty. The study identified and contrasted those qualities that differ in a group of high performing faculty (effective) compared to lower performing faculty (less effective) as determined by student reviews of faculty. In the second part of the research, an online survey developed from the semi-structured qualitative interviews used quantitative data to validated/confirmed the results of the first study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]