An Exploratory Study of Online Teaching in For-Profit Undergraduate Education Degree Programs

Autor/in	Butler, Rufina E.
Titel	An Exploratory Study of Online Teaching in For-Profit Undergraduate Education Degree Programs
Quelle	(2013), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-3465-4
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Undergraduate Study; Teacher Education; Teacher Education Programs; Proprietary Schools; Online Courses; Teaching Methods; Distance Education; College Faculty; Teaching Styles; Interviews; Acoustics; Student Motivation; Active Learning; Learning Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Grundstudium; Lehrerausbildung; Lehrerbildung; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Fakultät; Lehrstil; Unterrichtsstil; Interviewing; Interviewtechnik; Akustik; Schulische Motivation; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Throughout the history of higher education, measurement of learning was based on face-to-face delivery. Today, delivery of higher education through distance learning is moving to the forefront, and the quality of education offered in this venue has become a contentious topic. This is especially true with the undergraduate population, a population that is growing quickly. The continued growth of online learning at for-profit institutions further complicates the issues relating to quality in distance learning. Consequently, this study was designed to explore faculty best practices of teaching undergraduates online at for-profit institutions using an exploratory research methodology. A total of 312 faculty members from six institutions were invited to participate, and of that number, 253 took part in the study. The participants responded to a variety of survey questions regarding their teaching styles and best practices using the Chickering and Gamson's (1991) best practices model, and their experiences teaching at for-profit institutions. A subset of participants took part in individual interviews. Participants indicated that best practices developed by Chickering and Gamson were applicable to online teaching in terms of student feedback and student motivation. Of those practices, they believed active learning techniques were the most important. Given the rapid change in online distance learning, implications for further research include expansions of the study within specific for-profit institutions offering 100% online distance learning degree programs to determine whether best practices principles are outlined and measured against student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01