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ERIC Number: ED516449
Record Type: Non-Journal
Publication Date: 2010
Pages: 108
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-4305-0
Effective Online Teachers: Excellence in a Virtual Environment
Sanders, Karen
ProQuest LLC, Ed.D. Dissertation, Arizona State University
The infusion of online education has brought about significant changes within the traditional, brick-and-mortar schoolhouse. With an increasing number of students enrolling in online courses, administrators must identify more quality online educators to meet the needs of the students in their care. Hence, the focus of this study is to answer the question: How does the use of a hiring rubric predict the effectiveness of online instructors in a high school setting? Using Stronge and Hindman's teacher interviewing instrument, "The Teacher Quality Index: A Protocol for Teacher Selection," as the foundational tool, with the addition of selected technology standards located in the International Association for K-12 Online Learning's (iNACOL) "National Standards for Quality Online Teaching," and specific performance indicators from a southwestern Arizona high school district's certified evaluation instrument, an Innovative Rubric for Hiring Online Educators, iRHOE (also known as Hiring Rubric), was created. The iRHOE was utilized during one-on-one interviews where participants responded to 13 prompts. These prompts were categorized under five domains (global scoring), and consisted of 69 indicators (indicator scoring). Responses from the interview were scored using two coding methods. The domains and indicators from iRHOE were aligned with, and scored using an Assessment Instrument after each participant designed and taught an online lesson to high school students. Ratings from the Assessment Instrument were scored using the same two coding methods. This predictive validity study was used to determine if there were relations between the ranks from the global and indicator scores on the iRHOE and the ranks of the global and indicator scores assigned using the Assessment Instrument for the online lesson participants taught. In addition, a determination of relation between the ranks from the scores associated only with Stronge and Hindman indicators with ranks from the scores associated only with Stronge and Hindman Assessment Indicators (Analog) was examined. Non-parametric procedures, primarily Spearman's correlation coefficient, rho, was used to determine if correlations with the iRHOE and Assessment Instrument were statistically significant. The correlations using all three scoring approaches resulted in only a few statistically significant results. More research needs to be completed using a newly designed hiring rubric. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona