Online instruction successes and challenges: faculty viewpoints
The purpose of this exploratory mixed method study was to investigate how the successes and challenges of online learning are perceived by graduate faculty. The review of the current literature focused on: course development, course delivery, and evaluating course quality. Although there is a large number of studies focused on online learning, our review demonstrated a deficiency of research about online graduate courses quality of learning. The literature provoked the following questions: How would instructors describe the course development process? What do instructors consider the most important steps in delivering an online course? How is the effectiveness of an instructor's class determined and how much value do they place on that process? Part 1 of the study included a Likert-scale Qualtrics survey consisted of 20 multiple-choice questions that asked participants to share their perspectives/perceptions. Part 2 involved interviews with instructors. Results indicate that faculty views about successes and challenges with online learning vary depending on the instructor's online teaching experience, quality of various levels of, support and subject matter. Some key themes identified successes is more standards and technical support for designing course. The challenges identified include the heavy workload online learning creates and how to best evaluate online learning.
Thesis (M.Ed.)-- Wichita State University, College of Education, Department of Learning and Instructional Design