The Adjunct’s Role in Delivering Quality Online Instruction

2012 ◽  
pp. 359-387
Author(s):  
Laurie Bedford
Keyword(s):  
Best Practices ◽  
Online Courses ◽  
Instructional Quality ◽  
Competitive Market ◽  
Full Time ◽  
Online Programs ◽  
True Nature ◽  
Instructional Process ◽  
Quality Instruction ◽  
Part Time

Efforts to promote the distinctiveness of online programs in an increasingly competitive market have led to a focus on instructor expertise and instructional quality. The part-time instructor, who is most often charged with facilitating online courses, is commonly viewed as a liability to the integrity of the instructional process. However, little is known about the true nature of the motivations or competencies of this group of instructors. Most often, they are perceived as a homogeneous group with similar motivations and levels of expertise. This case challenges this notion by focusing on a single instructor categorized as a full-time, professional adjunct and is characterized by her colleagues as highly skilled. The case participant describes challenges and best practices that support her in providing quality instruction. These best practices subsequently are discussed as strategies to inform decisions upon which marketing efforts are dependent.

The Adjunct’s Role in Delivering Quality Online Instruction

2011 ◽  
pp. 66-86
Author(s):  
Laurie Bedford
Keyword(s):  
Best Practices ◽  
Online Courses ◽  
Instructional Quality ◽  
Competitive Market ◽  
Full Time ◽  
Online Programs ◽  
True Nature ◽  
Instructional Process ◽  
Quality Instruction ◽  
Part Time

Efforts to promote the distinctiveness of online programs in an increasingly competitive market have led to a focus on instructor expertise and instructional quality. The part-time instructor, who is most often charged with facilitating online courses, is commonly viewed as a liability to the integrity of the instructional process. However, little is known about the true nature of the motivations or competencies of this group of instructors. Most often, they are perceived as a homogeneous group with similar motivations and levels of expertise. This case challenges this notion by focusing on a single instructor categorized as a full-time, professional adjunct and is characterized by her colleagues as highly skilled. The case participant describes challenges and best practices that support her in providing quality instruction. These best practices subsequently are discussed as strategies to inform decisions upon which marketing efforts are dependent.

Predictors of academic success in web-based courses: age, GPA, and instruction mode

2016 ◽  
Vol 24 (4) ◽  
pp. 586-600 ◽  
Author(s):  
Elizabeth J. Vella ◽  
Elizabeth F. Turesky ◽  
Jenni Hebert
Keyword(s):  
Academic Success ◽  
Online Courses ◽  
Full Time ◽  
College Courses ◽  
Older Students ◽  
Web Based ◽  
Content Type ◽  
Blended Courses ◽  
Part Time ◽  
Predictors Of Academic Success

Purpose The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction. Design/methodology/approach Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA. Findings In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts. Research limitations/implications This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors. Originality/value The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.

scholarly journals Growth Strategy of a Rural Business School: Sustainable Implementation of Online Studies

2020 ◽  
Vol 12 (13) ◽  
pp. 5270
Author(s):  
Bernt Arne Bertheussen
Keyword(s):  
Business Model ◽  
Business School ◽  
Online Courses ◽  
Growth Strategy ◽  
Full Time ◽  
Rural Business ◽  
Sustainable Implementation ◽  
Main Motive ◽  
Part Time ◽  
Online Business

This case study, which uses interventionist action research methodology, first describes key elements of the online business model which was implemented at a business school in Arctic Norway. The aim of the business model intervention was to create a growth in student influx. Next, the study examines the actual impact of the intervention in terms of number of online applicants over the last decade. The findings show that the online courses hit a “nerve” in the Norwegian market for higher education as now more than a thousand students, scattered all over the country, apply for admission. Thereafter, the study investigates why students choose to study online. The results disclose that the main motive for choosing online studies is that they better meet students’ needs for different types of study flexibility. Finally, this research explores whether online studies cannibalizes the traditional campus model in a non-sustainable way. The findings show that online and traditional campus studies do not compete, but instead complement each other as they attract different target groups of students. Online studies serve as an essential channel for lifelong learning as the students were mainly well-educated women who worked full-time or part-time. Finally, strategic insights from the process of launching sustainable online studies by a rural business school are discussed.

scholarly journals STUDENTS’ READINESS FOR MASSIVE OPEN ONLINE COURSES (MOOCS) IN LATVIA

2020 ◽  
Vol 4 ◽  
pp. 403
Author(s):  
Rita Birzina ◽  
Dagnija Cedere
Keyword(s):  
Self Efficacy ◽  
Online Courses ◽  
Data Extraction ◽  
Research Question ◽  
Full Time ◽  
Technical Competencies ◽  
Part Time Students ◽  
Communication Competencies ◽  
Part Time ◽  
Face To Face Learning

MOOCs have gained popularity increasingly more and more with their open online approach and mass engagement. They could play an important role in higher education. But the question remains whether students are ready for it. The aim of the study was to find out what students' understanding of online learning was and to what extent they were prepared for MOOCs. A research question was raised: there is a relationship among technical competencies, socio-communication competencies, self-efficacy, self-directedness and MOOCs readiness. The survey-monkey's electronic platform was used for data extraction. Open-ended questions were asked on the 4-point Likert scale. According to the research question raised, items were grouped in 5 blocks. Two hundred and forty-seven (247) students participated in the study from different Latvian universities. The descriptive statistics (Mean, Standard Deviation), Mann-Whitney U tests were used in data processing in order to compare the opinions of full-time and part-time students, Kruskal Wallis test for finding out the differences among the opinions of students who are of different age about the engagement in MOOCs. The factor analysis was used for determination main dimensions of the MOOCs readiness – socio-communication competencies, self-efficacy, self-directness, and technical competencies. Spearman's correlation was used for identifying the correlations among these factors. The results obtained showed that there was a relationship among student’s self-directness and socio-communication competencies, and self-efficacy, and readiness for MOOCs, although most students prefer face to face learning. 

scholarly journals Empire State College: The Development of Online Learning

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Patricia J. Lefor ◽  
Meg Benke ◽  
Evelyn Ting
Keyword(s):  
New York ◽  
Online Courses ◽  
Cost Effective ◽  
Professional Staff ◽  
Nontraditional Student ◽  
Full Time ◽  
Quality Cost ◽  
Online Programs ◽  
State College ◽  
Empire State College

Empire State College was founded in 1971 to meet the needs of adult and other nontraditional student populations in the state of New York. Its initial delivery model was individualized instruction with a student working with a full-time faculty member to develop a unique plan of study and learning contracts to support that plan. By 1979, the College established the Center for Distance Learning, which developed and still offers structured, print-based courses to students with no requirement for on-site meetings. It began to experiment with computer-supported learning activities in the late 1980s, employing professional staff to support the exploration of technology and to provide assistance to faculty in instructional design. However, it was not until 1994, with the formal creation of the Center for Learning and Technology, that the development of online courses and programs was systematically pursued. This article outlines the development of online programs since that time, emphasizing the issues and challenges faced by the institution in seeking to provide quality, cost-effective distance education.

Ready-to-Teach Online Courses

2017 ◽  
pp. 232-252
Author(s):  
Pamela K. Quinn ◽  
Diane Mason ◽  
Kaye Shelton
Keyword(s):  
Phenomenological Study ◽  
Online Courses ◽  
Teaching Experience ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Full Time ◽  
Teaching Online ◽  
Professional Needs ◽  
Part Time ◽  
Structural Descriptions

The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.

scholarly journals The Retention of Experienced Faculty in Online Distance Education Programs: Understanding Factors that Impact their Involvement

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Tim Green ◽  
Jeffery Alejandro ◽  
Abbie H. Brown
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
The United States ◽  
Full Time ◽  
University Administrators ◽  
Education Faculty ◽  
Online Distance Education ◽  
Part Time ◽  
Online Distance ◽  
Survey Responses

The study sought to determine factors that affect faculty decisions regarding their involvement in teaching online distance education courses. A survey was administered to online distance education faculty across the United States to determine those factors that encourage or discourage them from continuing to teach online courses. The factors were examined and reported from the standpoint of each of four faculty groups: (1) tenured, (2) tenure-track, (3) full-time non-tenured/fixed term, and (4) part-time/adjunct. From the survey responses (N = 135), a list of retention strategies that university administrators may use for retention of online distance education faculty are offered.

Ready-to-Teach Online Courses

2018 ◽  
pp. 1153-1173
Author(s):  
Pamela K. Quinn ◽  
Diane Mason ◽  
Kaye Shelton
Keyword(s):  
Phenomenological Study ◽  
Online Courses ◽  
Teaching Experience ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Full Time ◽  
Teaching Online ◽  
Professional Needs ◽  
Part Time ◽  
Structural Descriptions

The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Sign in / Sign up

Export Citation Format

Share Document