Institutional Support for Online Teaching in Quality Assurance Frameworks
Abstract
Keywords
Full Text:
PDFReferences
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).
DOI: http://dx.doi.org/10.24059/olj.v24i3.2309
Copyright (c) 2020 Neuza Sofia Pedro, Swapna Kumar
License URL: https://creativecommons.org/licenses/by/4.0/