Dissertation/Thesis Abstract

Faculty understanding of key differences in educating the distance (online) versus traditional student: A descriptive study
by Wood, Latania, Ed.D., Pepperdine University, 2016, 169; 10182303
Abstract (Summary)

This descriptive research study examined if the training for online class delivery that post-secondary faculty currently experience includes best practices for online design and delivery.

As of 2015 most colleges and universities had indicated that offering online course programming was necessary to achieve key strategic goals for their institution. Demand for online classes is strong, but enrollment and re-enrollment in these classes have not consistently increased since 2009. Dropout rates have increased and are reported at twice that of traditional classes with students blaming the school or faculty, and faculty and academic leadership blaming the student for lack of self-motivation, which is key to successful online learning.

As online programming has become ubiquitous, academic leadership is no longer wondering whether they should offer online courses, but rather have shifted focus to how to address and maintain the satisfaction of the online student. Faculty training in online delivery can impact student motivation and satisfaction. This study examined what type of training faculty experience and as a result, whether they were able to indicate knowledge of best practices in demonstrating Presence in an online class, understanding importance, and methods, of Interaction, whether they understood the best practices associated with the Design of an online class, how design can impact student motivation, as well as whether faculty felt confident in their ability to deliver an online class, or prepared to communicate virtually with their online students.

A self-report survey was administered to more than 2800 faculty and 254 responded. The majority of participants acknowledged having received some type of training and were more likely to indicate knowledge of best practices than those that had received no training at all. Those that indicated training that included both design and delivery of an online class were more knowledgeable in the best practices than those that had received training in the software alone. Finally, faculty that received training that included design and delivery elements were more likely to say they felt confident in their ability to deliver an online class and that they felt prepared to communicate virtually with their online students.

Indexing (document details)
Advisor: Harding, Nancy
Commitee: Harding, Nancy, Hogg, Jerri Lynn, Spinello, Elio
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 78/03(E), Dissertation Abstracts International
Subjects: Adult education, Educational technology
Keywords: Asynchronous learning, Distance learning, Distance students, Faculty training, Online education, Online student
Publication Number: 10182303
ISBN: 9781369306774
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