Author(s)

Dina SamoraFollow

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Kenneth Gossett

Primary Subject Area

Education, General; Education, Administration; Education, Technology; Education, Teacher Training; Education, Higher

Keywords

Distance Administration, Distance Education, Online Education, Online Teaching Faculty, Online University Administration, Virtual University Administration

Disciplines

Education | Educational Leadership | Instructional Media Design | Teacher Education and Professional Development

Abstract

The purpose of this explorative qualitative case study was to identify the characteristics online administrators reveal as existing in their most effective, and ineffective online teaching faculty (OTF). By identifying the characteristics of effective OTF, online administrators can develop practices to reduce and avoid the negative effects associated with ineffective OTF. Negative effects include increased transactional distance and student attrition. Analyzed were personal interviews of ten online administrators from eight different universities, a year of student surveys from six courses, and faculty handbooks. Interview questions sought the best approach to online facilitation, recommendations for retention of students, factors related to course facilitation that bring positive or negative results and what attributes were found in both effective and ineffective OTF. The data collected and literature reviewed revealed an Online Student Hierarchy of Needs pyramid with four progressive levels satisfied by the Facilitation, Cognitive and Social Presences' of the effective OTF.