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Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education
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Author(s): Alec Sithole (Missouri Western State University, Saint Joseph, USA), Davison M. Mupinga (Kent State University, Kent, USA), Joachim S. Kibirige (Missouri Western State University, Saint Joseph, USA), Fidelis Manyanga (Salem State University, Salem, USA)and Brian K. Bucklein (Missouri Western State University, Saint Joseph, USA)
Copyright: 2019
Volume: 9
Issue: 1
Pages: 16
Source title:
International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan)and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2019010105
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Abstract
Research on online education has predominantly focused on issues related to student attraction, attrition, retention, and motivation, among others. Little attention has been paid to online instructors and yet, the quality of online education requires educators who understand the expectations of online instruction. Using an online survey, this study examined the expectations and challenges for online instructors and the suggestions for improving online instruction. Based on the data collected from seventeen faculty who teach online courses at four mid-western universities in the US, facilitation, instructor presence, and technical support stood out prominently among the expectations. The major challenges for online instructors were: large class sizes, academic dishonesty, lack of connection with students, too many emails, and lack of student self-discipline. The study recommends viable professional development for online instructors as a pre-requisite to teaching online courses.
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