Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching

Autor/inn/en	Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan
Titel	Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching
Quelle	In: Journal of Effective Teaching, 15 (2015) 2, S.5-19 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7869
Schlagwörter	Student Attitudes; Expectation; Teacher Characteristics; Personality Traits; Web Based Instruction; Online Courses; Student Surveys; Teacher Surveys; Likert Scales; Student Evaluation of Teacher Performance; Expertise; Teaching Methods; Technology Uses in Education; Community Colleges; Statistical Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Expectancy; Erwartung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Web Based Training; Online course; Online-Kurs; Schülerbefragung; Likert-Skala; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community college; Community College; Statistische Analyse
Abstract	This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face classrooms (e.g., Combs, 1999; Feldman, 1984, 1989), the same cannot be said for the identification and assessment of teaching dispositions in the online classroom. Over a hundred online instructors, who were identified as trained and qualified in online instruction, completed the Virtual Teaching Disposition Scale (VTDS). In addition, over five hundred students responded to a survey asking them to identify instructor characteristics important to their academic success. Results are discussed in terms of student expectations and faculty dispositions, focusing on items relating to faculty expertise, pedagogy, and effective use of technology. Knowledge of these factors may lead to better understanding by instructors of the factors, not related to their specific content, that genuinely influence their students success. (As Provided).
Anmerkungen	Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01