Institutional Support for Online Teaching in Quality Assurance Frameworks

Authors

  • Neuza Sofia Pedro University of Lisbon
  • Swapna Kumar University of Florida

DOI:

https://doi.org/10.24059/olj.v24i3.2309

Keywords:

Faculty Support, Online Education, Quality Assurance, Online Teaching, E-learning, instructor support, Institutional Support

Abstract

The widespread growth of online education at higher education institutions necessitates institutional support for the development, implementation, and sustenance of online education. Faculty who teach online are at the forefront of implementation and play a critical role in online student success. In this scoping review, 13 online education quality frameworks were analyzed for the types of support needed by higher education faculty who teach online. The results are discussed in the context of implications for ensuring quality online education at higher education institutions.

References

Almpanis, T. (2015). Staff development and institutional support for Technology Enhanced Learning in UK Universities. The Electronic Journal of e-Learning, 13(4), 366-375.

Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International journal of social research methodology, 8(1), 19-32.

Baran, E., & Correia, A. P. (2014). A professional development framework for online teaching. TechTrends, 58(4), 95-101.

Beck, D., & Ferdig, R. E. (2008). Evolving Roles of Online and Face-to-Face Instructors in a Lecture/Lab Hybrid Course (Vol. 7). Retrieved from http://eric.ed.gov/?id=ED499577

Berge, Z. L., Muilenburg, L. Y., & Haneghan, J. V. (2002). Barriers to distance education and training: Survey results. The Quarterly Review of Distance Education, 3(4), 409-418.

Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance education, 30(1), 103-116.

Boyer, E. L. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.

Cacchione, P. Z. (2016). The evolving methodology of scoping reviews. Clinical Nursing Research, 25(2), 115-119.

Colquhoun, H. L., Levac, D., O'Brien, K. K., Straus, S., Tricco, A. C., Perrier, L., Kastner, M. & Moher, D. (2014). Scoping reviews: time for clarity in definition, methods, and reporting. Journal of clinical epidemiology, 67(12), 1291-1294.

Daniel, J. & Uvalic-Trumbic, S. (Eds.) (2013). A guide to quality in online learning. Retrieved from https://www.academicpartnerships.com/Resource/documents/A-Guide-to-Quality-in-Online-Learning.pdf

Fetzner, M. J. (2003). Institutional support for online faculty: Expanding the model. Elements of quality online education: Practice and direction, 4(229-241).

Garrett, R., Legon, R. & Fredericksen, E. E., (2019). CHLOE 3 Behind the Numbers: The Changing Landscape of Online Education 2019. Retrieved from http://qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOE-3-report-2019

Hicks, M. (2014). Professional development and faculty support. In O. Zawacki-Richter & T. Anderson (Eds.), Online Distance Education: Towards a Research Agenda (pp. 267-286). Athabasca University Press, Canada.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Hunt, H. D., Davies, K., Richardson, D., Hammock, G., Akins, M., & Russ, L. (2014). It is (more) about the students: Faculty motivations and concerns regarding teaching online. Online Journal of Distance Learning Administration, 17(2), 62-71.

Kibaru, F. (2018). Supporting faculty to face challenges in design and delivery of quality courses in virtual learning environments. Turkish Online Journal of Distance Education, 19(4), 176-197.

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.

Kumar, S., Martin, F., Budhrani, K., & Ritzhaupt, A. (2019). Award-Winning Faculty Online Teaching Practices: Elements of Award-Winning Courses. Online Learning Journal, 23(4). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2077

Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: advancing the methodology. Implementation science, 5(69). Retrieved from https://link.springer.com/article/10.1186/1748-5908-5-69

Lion, R. W., & Stark, G. (2010). A glance at institutional support for faculty teaching in an online learning environment. Educause Quarterly, 33(3), 23-39.

Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. MERLOT Journal of online learning and teaching, 8(1), 1-12.

Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing Pedagogical Action Aligning Learning Analytics with Learning Design. American Behavioral Scientist, 57(10), 1439–1459.

Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning Journal, 23(1), 184-205.

Martin, F. & Parker, M.A. (2014). Use of Synchronous Virtual Classrooms: Why, Who and How? MERLOT Journal of Online Learning and Teaching, 10(2), 192-210.

Martin, F., Polly, D., Jokiaho, A., & May, B. (2017). Global standards for enhancing quality in online learning. The Quarterly Review of Distance Education, 18(2), 1-10.

Orr, R., Williams, M. R., & Pennington, K. (2009). Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34(4), 257-268.

Peterson, J., Pearce, P. F., Ferguson, L. A., & Langford, C. A. (2017). Understanding scoping reviews: Definition, purpose, and process. Journal of the American Association of Nurse Practitioners, 29(1), 12-16.

Phirangee, K., Epp, C. D., & Hewitt, J. (2016). Exploring the Relationships between Facilitation Methods, Students' Sense of Community, and Their Online Behaviors. Online Learning, 20(2), 134-154.

Seaman, J. (2009). Online Learning as a Strategic Asset. Volume II: The Paradox of Faculty Voices-Views and Experiences with Online Learning. Results of a National Faculty Survey, Part of the Online Education Benchmarking Study Conducted by the APLU-Sloan National Commission on Online Learning. Association of Public and Land-Grant Universities.

Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group.

Shelton, K. (2011). A Review of paradigms for evaluating the quality of online education programs. Online Journal of Distance Learning Administration, 14(1). Retrieved from https://www.westga.edu/~distance/ojdla/spring141/shelton141.html

Wang, H., Gould, L. V., & King, D. (2009). Positioning faculty support as a strategy in assuring quality online education. Innovate: Journal of Online Education, 5(6).

Downloads

Published

2020-09-01

Issue

Vol. 24 No. 3 (2020)

Section

2020 OLC Conference Special Issue

License

As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.

This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.

Author(s) hold copyright in their work, and retain publishing rights without restrictions