Faculty Variables that Influence the Effectiveness of Online Classes
Scott McDaniel, Middle Tennessee State University, United States ; Charles Dickens, Tennessee State University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated critical online faculty variables that affect the quality of online classes as measured by two self-evaluation instruments. These variables were determined by administering a self-evaluation of the courses and a survey of various instructor-related variables. This investigation sought to determine if a relationship exists between course quality and a range of instructor-related variables. The hypotheses for each of the nine variables (training, technical ability, teacher's epistemic tendencies, onground teaching experience, online teaching experience, content area, class size, tenure, and rank) were set at the .05 alpha level. Independent t-tests and one-way ANOVAs were performed where appropriate. The two variables that were found significant were level of technical ability and online teaching experience.
McDaniel, S. & Dickens, C. (2004). Faculty Variables that Influence the Effectiveness of Online Classes. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 582-587). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).