Identifying effective online instructional practices in undergraduate and graduate level courses
Abstract: This study explored the process of effective teaching and learning in online courses through an examination of instructional practices that are associated with faculty and student satisfaction, as well as student learning outcomes. The study also examined how faculty implemented specific teaching strategies in their online classes. Study findings show that practices which focused on: providing students with constructive feedback, fostering interaction and involvement, maintaining instructor presence and organization, and facilitating student learning, were high indicators of student and faculty satisfaction, as well as lower course withdrawal rates and higher passing rates. Explanations of the findings, as well as concrete examples of strategies to achieving best teaching practices are offered
Presider: Roxanne Byrne, University of Colorado