Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning

Abour H. Cherif*, Farahnaz Movahedzadeh, Gerald Adams, Margaret Martyn, Jennifer D. Harris and Stefanos Gialamas
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Abour H. Cherif*: The Institute of Innovation, ACS Athens 129 Aghias Paraskevis, Halandri, Athens, Greece
Farahnaz Movahedzadeh: Harold Washington College 30 E. Lake St. Chicago, USA, Illinois
Gerald Adams: Columbia College Chicago 600 S. Michigan Ave. Chicago, USA, Illinois
Margaret Martyn: The Chicago School of Professional Psychology 325 N Wells Street, Chicago, USA, Illinois
Jennifer D. Harris: DeVry University 2450 Crystal Drive, Arlington, USA, Virginia
Stefanos Gialamas: ACS Athens, American Community Schools of Athens 129 Aghias Paraskevis, Halandri, Athens, Greece

Research Journal of Education, 2019, vol. 5, issue 8, 128-142

Abstract: With the growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas of time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both the faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.

Date: 2019
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Citations: View citations in EconPapers (1)

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