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Robertson, Sarah N.; Steele, John P.; Mandernach, B. Jean – InSight: A Journal of Scholarly Teaching, 2021
This study sought to define and measure online undergraduate students' perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized…
Descriptors: Undergraduate Students, College Faculty, Teacher Student Relationship, Online Courses
Comer, Denise; Baker, Ryan; Wang, Yuan – InSight: A Journal of Scholarly Teaching, 2015
There are many positive aspects of teaching and learning in Massive Online Open Courses (MOOCs), for both instructors and students. However, there is also a considerable amount of negativity in MOOCs, emerging from learners on discussion forums and through peer assessment, from disciplinary colleagues and from public discourse around MOOCs.…
Descriptors: Online Courses, Negative Attitudes, Mixed Methods Research, Teacher Attitudes
McGahan, Steven J.; Jackson, Christina M.; Premer, Karen – InSight: A Journal of Scholarly Teaching, 2015
The University of Nebraska at Kearney's Online Course Checklist is the main instrument for assessing the quality of online courses at UNK. A number of issues were faced when developing and deploying this quality assurance checklist at a small four-year university. The process including development, implementation, and revision is discussed along…
Descriptors: Online Courses, Educational Quality, Check Lists, Quality Assurance