A Qualitative Study of Student Expectations of Online Faculty Engagement

Abstract

Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.

Exploring student psychological contract in the hybrid mode of business education: a mixed-method study

“…Students expect faculty to treat all their classmates equally. Perception of partiality can be very detrimental to student experience even when there are subtle differences in the way students are treated (Berg et al ., 2019).…”

“…The findings that student expectation of “Transparency” transcends the three major stakeholders have been supported by prior research. Deception of partiality can be detrimental to student experience (Berg et al. , 2019).…”