Award-Winning Faculty Online Teaching Practices: Roles and Competencies

Martin, Florence; Budhrani, Kiran; Kumar, Swapna; Ritzhaupt, Albert D.

doi:10.24059/olj.v23i1.1329

Cited by 146 publications

(127 citation statements)

References 16 publications

Supporting

Mentioning

114

Contrasting

Unclassified

Order By: Relevance

“…According to National Center for Educational Statistics (2017), almost twenty million students are enrolled in online courses, and enrollment is likely to grow. By interviewing awardwinning online instructors, (Martin, Budhrani, Kumar & Ritzhaupt, 2019) found online instructors' roles to be categorized as facilitator, course designer, course manager, subject matter expert, and mentor. In this study, the online instructor role of being a facilitator is examined (Berge, 1995;Pappas, 2014).…”

Section: Facilitation Matters: Instructor Perception Of Helpfulness Omentioning

confidence: 99%

“…In this study, the online instructor role of being a facilitator is examined (Berge, 1995;Pappas, 2014). Online facilitation is described as to be present, available, to share expertise online and model for the students what it means to participate in an online course (Martin, Budhrani, Kumar & Ritzhaupt, 2019). Gustafson and Gibbs (2000) state that successful online facilitators need to learn strategies to humanize the online course and identify new ways to engage the learners to construct meaning.…”

Section: Facilitation Matters: Instructor Perception Of Helpfulness Omentioning

confidence: 99%

See 1 more Smart Citation

Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses

Martin¹,

Wang

Sadaf

2020

OLJ

Self Cite

View full text Add to dashboard Cite

Online course facilitation is critical to the success of online courses. Instructors use various facilitation strategies in online courses to engage students. One hundred instructors were surveyed on their perception of helpfulness of twelve different facilitation strategies used in online courses to enhance instructor presence, instructor connection, engagement and learning. Instructors’ timely response to questions and instructors’ timely feedback on assignments/projects were rated the highest in three of four constructs (instructor presence, engagement and learning). For instructor connection, ability to contact the instructor in multiple ways was rated the highest. Interactive visual syllabi of the course was rated the lowest in all four constructs. In the open-ended comments, group projects and synchronous sessions were rated helpful. Descriptive statistics for each of the construct by gender, delivery method, course level taught are presented. Significant differences were found between gender but analysis of variance failed to detect differences between primary delivery method or course level taught.

show abstract

Section: Facilitation Matters: Instructor Perception Of Helpfulness Omentioning

confidence: 99%

Section: Facilitation Matters: Instructor Perception Of Helpfulness Omentioning

confidence: 99%

Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses

Martin¹,

Wang

Sadaf

2020

OLJ

Self Cite

View full text Add to dashboard Cite

show abstract

“…TP constitutes the teaching methodologies adopted in the e-learning (Martin, Budhrani, Kumar, & Ritzhaupt, 2019). In e-learning, TP involves the course content delivery methods including video lectures, handouts, and LMS discussions for mentoring (Valentine, 2002).…”

Section: Teaching Practices (Tp)mentioning

confidence: 99%

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Rafique

Hussain

Ahmed

et al. 2020

OLJ

View full text Add to dashboard Cite

Modern internet technologies have revolutionized the traditional education by providing flexible and resourceful e-learning opportunities in all the fields of knowledge. Programming constitutes integral part of undergraduate curriculum in computer sciences, and adequate level of programming expertise is expected from the graduates. In this paper, we explore and examine key factors that contribute to developing programming skills among undergraduate students in e-learning. These factors include teaching practices, intrinsic factors, efficacy problems, and learning intentions. We present a research model by integrating teaching practices, intrinsic factors, and efficacy problems with learning intentions of programming. This study involved responses from 460 undergraduate students. Structural Equation Modelling was applied to develop and evaluate the relationship between factors of the model. Experimental results show that teaching practices and student intrinsic motivations play a pivotal role in promoting learning intentions for programming. Further investigation reveals that learning intentions positively affect the programming expertise while the impact of efficacy problems is negative. The results proclaim that well-organized teaching practices and intrinsic factors develop learning intentions in students which overcome the efficacy problems and lead to better programming expertise. This research provides critical implications for policymakers to effectively implement computer science programs in e-learning paradigm.

show abstract

“…It is imperative that collegiate leaders understand these challenges and hire wisely for virtual leaders who can optimally lead virtual academic teams. The phenomenal growth of online learning in higher education institutions has created an indisputable need for guidelines that assist new and continuing online instructors about how best to teach in the online environment (Martin, Budhrani, Kumar, & Ritzhaupt, 2019). Accordingly, virtual teams comprised of faculty and faculty leaders face unique challenges.…”

Section: Impactful Leadership Traits Of Virtual Leaders In Higher Edumentioning

confidence: 99%

Impactful Leadership Traits of Virtual Leaders in Higher Education

Alward¹,

Phelps²

2019

OLJ

View full text Add to dashboard Cite

Universities are increasingly leveraging virtual teams into their organizational structure and strategic framework for many functions including academic administration and faculty leadership. One benefit of a virtual workforce is the ability to hire the most qualified individuals regardless of where they are physically located. As the virtual workforce expands, leaders may intuitively rely on traditional face-to-face approaches and strategies for employee oversight and motivation. These techniques may be ineffective or challenging to use in the virtual environment necessitating new approaches. Leaders of virtual teams need to understand the intricacies associated with these groups and be cognizant of factors that assist in creating cohesiveness, trust, and communication amongst virtual teams.This qualitative phenomenological study explores leaders' perceptions surrounding competencies needed to effectively lead virtual teams in online education. A decisive sampling method was used to identify 10 experienced academic leaders who supervise virtual teams. As a result of the interviews, seven major themes emerged: (a) training and development; (b) trust; (c) emotional intelligence; (d) communication/team building/technology; (e) employee recognition and motivation; (f) leadership styles; and (g) virtual leadership competencies unique to higher education. Based on these themes and further evaluation, the need for specific soft skills and robust technology emerged. Specifically, organizational success partially hinges on comprehensive training for virtual leaders, the significance of trust, emotional intelligence, and effective, respectful communication.

show abstract

Award-Winning Faculty Online Teaching Practices: Roles and Competencies

Cited by 146 publications

References 16 publications

Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses

Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Impactful Leadership Traits of Virtual Leaders in Higher Education

Contact Info

Product

Resources

About