Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning

Abour H Cherif,Stefanos Stefanos,Jennifer D Harris,Farahnaz Movahedzadeh,Gerald Adams,Margaret Martyn

doi:10.32861/rje.58.128.142

Abstract

With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.

Highlights

Competent and qualified teachers are essential for effective teaching and for enhancing the quality of learning
There is substantive evidence that a good teacher is constituted by a blend of diverse characteristics, which relates to professional, personal and social characteristics
To realise good teaching and good learning, it is imperative that teachers with the correct blend of characteristics for good teaching are appointed in order to rescue rural schools from deteriorating teacher shortages and poor learner performance

Summary

Introduction

Competent and qualified teachers are essential for effective teaching and for enhancing the quality of learning. The capabilities of a competent teacher as demonstrated in classrooms play a vital role in provoking efficient and effective learning on the part of the learners (Markley, 2004). There has been increasing attention and debates in literature on teacher quality and effectiveness relating to the mastery of learning outcomes by learners (Barley and Beesley, 2007; Rivkin et al, 2005; Rockoff, 2004). Researchers are in agreement that competent and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning (Shishavan, 2009). Effective teachers are critical in ensuring that optimal learning takes place in classrooms

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