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Chatterjee, Ritushree; Juvale, Darshana; Jaramillo Cherrez, Nadia – Quarterly Review of Distance Education, 2023
This multicase study describes the unique experiences of online instructors within a novel context of grant-funded online course design assistance in a large Midwestern university. Five instructors reflected on their experience, from conception to implementation of their asynchronous online courses, in individual debrief sessions conducted by the…
Descriptors: Teaching Experience, College Faculty, Instructional Design, Asynchronous Communication
Shane Kelley; Michelle Kilburn – Quarterly Review of Distance Education, 2023
As online courses and degree program offerings at colleges and universities continue to grow, further exploration of the unique characteristics of distance education faculty is warranted. For example, research suggests faculty job satisfaction can impact the overall quality of online courses (Bolliger & Martindale, 2004; Bolliger et al.,…
Descriptors: Online Courses, Electronic Learning, College Faculty, Job Satisfaction
Jeanette Abrahamsen; Glenn Gordon Smith; Vanya Tsvetkova – Quarterly Review of Distance Education, 2023
This interview study offers educators practical tips on using tools to improve online learning experiences. Eleven instructors, professors, and instructional designers were interviewed about the challenges they faced designing and teaching online university courses in Florida. This study aimed to explore how educators and instructional designers…
Descriptors: Videoconferencing, Learning Management Systems, Educational Technology, College Faculty
Mapopa William Sanga; Sherri L. Brogdon – Quarterly Review of Distance Education, 2023
The COVID-19 pandemic has negatively impacted most aspects of daily life and higher education has not been spared. Social distancing requirements meant that at some point, educational institutions had to transition to remote teaching. This shift enabled classes to continue running both synchronously and asynchronously. A state university in the…
Descriptors: COVID-19, Pandemics, Educational Technology, Technology Uses in Education
Shipp, Jeremiah E. – Quarterly Review of Distance Education, 2022
Online instruction is a trend that has been around for a while within academia. However, the pandemic exposed the notable difference between teaching an online course and doing so effectively. During the 2021-- 2022 academic year, faculty from various colleges and departments across the Winston-Salem State University community participated in the…
Descriptors: Faculty Development, Web Based Instruction, College Faculty, Instructional Innovation
Fisher, Juenethia Tooson; Teclehaimanot, Berhane – Quarterly Review of Distance Education, 2022
This study extended research conducted by Lloyd et al. (2012) and investigated faculty perceived (interpersonal, institutional, training/technology, and cost/benefit) barriers to online education. Statistical analysis revealed three major items: (1) faculty continues to experience barriers to online education; (2) faculty is receiving training and…
Descriptors: Teacher Attitudes, Barriers, Online Courses, College Faculty
Chan, Sumie – Quarterly Review of Distance Education, 2022
The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students regarding the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in…
Descriptors: Postsecondary Education, Electronic Learning, Educational Technology, COVID-19
Piña, Anthony – Quarterly Review of Distance Education, 2022
Online education led to the survival of many colleges and universities devastated by Hurricane Katrina. However, despite the subsequent recommendations of scholars to institutionalize distance education, many institutions found themselves ill-prepared for the shift to remote or online teaching during the COVID-19 pandemic. One university's…
Descriptors: COVID-19, Pandemics, Asynchronous Communication, Synchronous Communication
Holt, Deltrye Eagle – Quarterly Review of Distance Education, 2022
This article is drawn from a dissertation (Holt, 2020) that describes, based on the teaching presence component of the community of inquiry (CoI) theoretical framework, the lived experiences of mathematics instructors while establishing teaching presence in online higher education mathematics courses. Teaching presence is necessary for achieving…
Descriptors: Online Courses, Mathematics Instruction, Public Colleges, College Faculty
Reeves, Jennifer L.; Orellana, Anymir; Nethi, Vanaja; Mendez, Gabriela A.; Tenam-Zemach, Michelle – Quarterly Review of Distance Education, 2021
The COVID-19 pandemic forced faculty across the country to review, reenvision, and implement different educational practices that have previously been taken for granted. In this article, we, a group of faculty, share our experiences of pivoting a major event: The traditionally on-site summer institute for doctoral students, into a virtual summer…
Descriptors: Educational Change, Distance Education, COVID-19, Pandemics
You, Jiyu; Yang, Jun – Quarterly Review of Distance Education, 2021
Instructional video is a dynamic and essential content-delivery tool in online courses. However, when providing support to faculty in the design of online instruction, instructional designers may not accurately understand faculty's expectations and perspectives. This study attempted to analyze the perspectives of the designer and those of the…
Descriptors: Learner Engagement, Video Technology, College Faculty, Teacher Attitudes
Benbaba, Asmaa; Lindner, James – Quarterly Review of Distance Education, 2021
As online education continues to evolve and create new opportunities for educators to deliver quality instruction, universities are challenged with the range of learning management systems (LMSs) that can serve the educational needs of both universities and teachers. This quantitative study examined teaching English to speakers of other languages…
Descriptors: English (Second Language), Second Language Instruction, Language Teachers, Teacher Attitudes
Zajac, Lynne K.; Lane, Adrianne J. – Quarterly Review of Distance Education, 2021
Current research in online pedagogy reveals that students persist and are more sucessful when faculty exhibit caring behaviors and demonstrate social presence (Gazza & Hunker, 2014). Faculty presence and caring behaviors pose a challenge in online educational settings due to lack of face to face interaction; faculty teaching accelerated online…
Descriptors: Student Attitudes, Graduate Students, Undergraduate Students, Nursing Students
Thacker, Russell – Quarterly Review of Distance Education, 2021
The need for online education continues to grow in many fields and disciplines driven by convenience and public health and safety concerns. Little is known about how online doctoral education affects the readiness of future faculty members to work and teach in university settings. This autoethnographic study explores the intentional socialization…
Descriptors: Doctoral Programs, Online Courses, College Faculty, Job Skills
Ensmann, Suzanne Y.; Gomez-Vasquez, Lina; Sturgill, Ronda; Whiteside, Aimee L. – Quarterly Review of Distance Education, 2020
To offer order during a rapidly growing pandemic, in mid-March 2020, various academic leaders at a midsized, private institution communicated directives to the university community. Faculty largely adapted quickly to the inundation of email and confusion by finding their students, learning technologies on-the-fly, and triaging their curricular…
Descriptors: Pandemics, COVID-19, Educational Technology, Technology Uses in Education