Best Practices in Graduate Online Teaching: Faculty Perspectives
Abstract: Graduate online programs are readily available at colleges and universities. Faculty who teach online programs should be well versed in adult learning theories and effective online instructional practices. Therefore, understanding and identifying the best practices rooted in adult learning theory among online instructors is an important factor as a means to improve online instruction. This article reports on the findings of a self evaluation study of eight faculty members that compares the instructional practices supported by adult learning principles (Knowles, 1980, 1992) and effective online instructional practices (Graham, Cagiltay, Lim, Craner, & Duffy, 2001) that reflect the Seven Principles of Effective Teaching (Chickering & Gamson, 1987, 1999). Implications for facilitation of web based instruction and instructional design in higher education are provided.