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A Qualitative Study of Student Expectations of Online Faculty Engagement

A Qualitative Study of Student Expectations of Online Faculty Engagement
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Author(s): Christoper W. Berg (Walden University, USA), Melanie Shaw (Northcentral University, USA), Anthony L. Contento (Colorado State University – Global Campus, USA)and Scott W. M. Burrus (University of the Rockies, USA)
Copyright: 2021
Pages: 12
Source title: Research Anthology on Developing Effective Online Learning Courses
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-8047-9.ch100

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Abstract

Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.

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