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ERIC Number: EJ1133484
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
ISSN: EISSN-2159-1474
Faculty Expectations toward Their Online Courses: Are They on the Same Screen with Their Students?
Huss, John; Eastep, Shannon
Journal of Inquiry and Action in Education, v6 n3 p15-41 2015
This action research study explored attitudes and expectations of faculty at a Midwestern university who taught at least one fully online course during 2014. The study focused on instructor perceptions toward and experiences with web-based instruction, particularly in the critical areas of assessment and feedback; course organization; interaction with students; course flexibility; and overall communication. Findings were then compared to student responses from the authors' previous study. A mixed-methods electronic survey blended a quantitative component in the form of 21 fixed response items with a qualitative element accomplished through two narrative response questions where content analysis was used to compress many words of text into content categories based on explicit rules of coding. A total of 134 faculty members participated, and findings revealed that instructors are becoming more deliberate about their actions as they seek to develop "teaching presence" that extends beyond the managerial and technical aspects of their interactions with students. There was growing agreement between faculty and student expectations, with room for further improvement, as both faculty and students adjust to this new delivery system and the need for clarity, timeliness, and course designs that integrate the best of technological possibilities with the preferred "human" qualities of the traditional classroom.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A