Faculty variables that influence the effectiveness of online classes

Scott Noble McDaniel, Tennessee State University

Abstract

This study investigated critical online faculty variables that affect the quality of online classes as measured by two self-evaluation instruments. These variables were determined by administering a self-evaluation of the courses and a survey of various instructor-related variables. This investigation sought to determine if a relationship exists between course quality and a range of instructor-related variables. The hypotheses for each of the nine variables (training, technical ability, teacher's epistemic tendencies, onground teaching experience, online teaching experience, content area, class size, tenure, and rank) were set at the .05 alpha level. Independent t-tests and one-way ANOVAs were performed where appropriate. The two variables that were found significant were level of technical ability and online teaching experience.^

Subject Area

Education, Technology of|Education, Curriculum and Instruction

Recommended Citation

Scott Noble McDaniel, "Faculty variables that influence the effectiveness of online classes" (2003). ETD Collection for Tennessee State University. Paper AAI3116154.
http://digitalscholarship.tnstate.edu/dissertations/AAI3116154

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