Best Practices in Teaching Online

The purpose of this qualitative phenomenological research study was to determine the best practices for faculty teaching online university courses. Author: Craig J. Bailey, University of South Dakota.

Purpose of the current study is to identify the relationship between teaching efficacy in face-to-face and online classes by measuring teaching outcomes for instructors who taught the same class both face-to-face and online. Author: Zachary James Thieneman, Spalding University.

Qualitative research study explores the factors that affect faculty perception of teaching online and their views on improving online teaching and online student learning. Author: Cynthia L. Wessel, Saint Louis University.

The purpose of this quantitative correlational study was to determine the extent to which the predictor variables (i. e., teaching practices and instructional strategies) of online high school teachers predict the criterion variable (i. e., attrition rate) among online at-risk high school students. Author: Cheryl. Green-Sandle, Northcentral University.

The purpose of the quantitative, cross-sectional, correlational study was to determine whether a statistically significant relationship existed between the leadership styles of deans, directors, and program chairs and the sense of belonging among online adjunct faculty members. Author: Kristi Krintzline, Northcentral University.

Study explored the extent that faculty perceived an identity disruption when shifting their teaching practice online, the perception of benefit of participating in an online CoP with other like-minded colleagues, and the faculty perception of satisfaction with their overall online teaching experience. Author: Julie E. Golden, Northeastern University.

This study was designed to explore faculty best practices of teaching undergraduates online at for-profit institutions using an exploratory research methodology. Author: Rufina E. Butler, Northcentral University.

This study investigated instructors’ perceptions of online teaching versus traditional classroom instruction to ascertain whether there were systematic differences between online teaching and face-to-face classroom instruction. Author: Gena P. McNair-Crews, Walden University.

The purpose of this study was to investigate the skills and best practices necessary for teacher success in a virtual classroom by assembling an experienced panel of virtual classroom teachers in western Pennsylvania using the Delphi technique. Author: Michael J. Conti, University of Phoenix.

Quantitative study uses the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. Author: John H. Randall, Pepperdine University.