The purpose of this qualitative multiple case study was to understand how online instructors with perceived high self-efficacy for online teaching use technology in the online class and how their use compares to a common list of best practices for use of technology with online instruction. One-on-one interviews with four case study participants were the main source of data collection along with direct observations of the participants' online courses. The case study participants were selected based on results from a Sense of Efficacy for Online Teaching Scale and willingness to move forward with the case study. Conventional data analysis was performed and codes were developed for each case. Data was compared for commonalities and theme development. Cases were individually described and the participants' viewpoints were captured.
Implications for this study suggested that online instructors with perceived high self-efficacy were following a set of standard best practices for teaching and use of technology in the online classroom. In addition, data suggested that technology played a very important role in the online classroom and can be used in a variety of different ways. Research supported the idea that adherence to best practices was common among online higher education faculty. Continuing to explore online instructors practices in the classroom would benefit future online programs and become relevant to the online pedagogy in these classrooms.
Keywords: Online teaching, online instructors, self-efficacy, best practices, technology
|Advisor:||Richardson, Jennifer C.|
|Commitee:||Alsup, Janet, Richardson, Jennifer C., Walker, Victoria, Watson, Bill|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Indiana|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Keywords:||Best practices, Online instructors, Online teaching, Self-efficacy, Technology|
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