A Qualitative Study of Student Expectations of Online Faculty Engagement

Christoper W. Berg, Melanie Shaw, Anthony L. Contento, Scott W. M. Burrus

Source Title: Fostering Multiple Levels of Engagement in Higher Education Environments

ISBN13: 9781522574705|ISBN10: 1522574700|ISBN13 Softcover: 9781522586272|EISBN13: 9781522574712

DOI: 10.4018/978-1-5225-7470-5.ch010

MLA

Berg, Christoper W., et al. "A Qualitative Study of Student Expectations of Online Faculty Engagement." Fostering Multiple Levels of Engagement in Higher Education Environments, edited by Kelley Walters and Patricia Henry, IGI Global, 2019, pp. 1-17. https://doi.org/10.4018/978-1-5225-7470-5.ch010

APA

Berg, C. W., Shaw, M., Contento, A. L., & Burrus, S. W. (2019). A Qualitative Study of Student Expectations of Online Faculty Engagement. In K. Walters & P. Henry (Eds.), Fostering Multiple Levels of Engagement in Higher Education Environments (pp. 1-17). IGI Global. https://doi.org/10.4018/978-1-5225-7470-5.ch010

Chicago

Berg, Christoper W., et al. "A Qualitative Study of Student Expectations of Online Faculty Engagement." In Fostering Multiple Levels of Engagement in Higher Education Environments, edited by Kelley Walters and Patricia Henry, 1-17. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7470-5.ch010

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Abstract

Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.