Comparison of Instructional Behaviors Between Campus Business Instructors and Online Business Instructors in the North Carolina Community College System PDF Download
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Languages : en
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Book Description
This study compared instructional behaviors between campus business instructors and online business instructors in the North Carolina community college system. It also compared the relationship of eight factors to the instructional behaviors of campus and online business instructors in the North Carolina community college system. The study was conducted at 15 community colleges in North Carolina; five large-size enrollment colleges, five medium-sized enrollment colleges, and five small-sized enrollment colleges. A survey instrument was developed and validated by eight professionals with experience or expertise in online education. A descriptive research design guided the investigation that yielded statistical descriptive data about how the variables were distributed between campus business instructors and online business instructors. Analysis of Variance and Chi-Square were used to compare the instructional behaviors of campus business instructors and online business instructors in the North Carolina community college system, as well as, to determine if there was a significant difference in the instructional behaviors used by both types of business instructors based on age, years of teaching, gender, educational level, training, online learning experience, specific types of technology used, and the use of specific types of instructional behaviors. This study concluded that significant differences were found between campus instructors and online instructors for the Pedagogical, Social, Managerial, and Technical instructional behaviors. Campus instructors reported using certain instructional behaviors more often than online instructors.
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Category :
Languages : en
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Book Description
This study compared instructional behaviors between campus business instructors and online business instructors in the North Carolina community college system. It also compared the relationship of eight factors to the instructional behaviors of campus and online business instructors in the North Carolina community college system. The study was conducted at 15 community colleges in North Carolina; five large-size enrollment colleges, five medium-sized enrollment colleges, and five small-sized enrollment colleges. A survey instrument was developed and validated by eight professionals with experience or expertise in online education. A descriptive research design guided the investigation that yielded statistical descriptive data about how the variables were distributed between campus business instructors and online business instructors. Analysis of Variance and Chi-Square were used to compare the instructional behaviors of campus business instructors and online business instructors in the North Carolina community college system, as well as, to determine if there was a significant difference in the instructional behaviors used by both types of business instructors based on age, years of teaching, gender, educational level, training, online learning experience, specific types of technology used, and the use of specific types of instructional behaviors. This study concluded that significant differences were found between campus instructors and online instructors for the Pedagogical, Social, Managerial, and Technical instructional behaviors. Campus instructors reported using certain instructional behaviors more often than online instructors.
Author: Kathleen Ruth Doole
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
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Keywords: instructional behaviors, distance learning, campus, online.
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Category : Dissertations, Academic
Languages : en
Pages : 652
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 760
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Author: Denise Sara Martin
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 123
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Book Description
The purpose of this quantitative, non-experimental, predictive correlational study was to determine if an online instructor’s perception of their own self-efficacy in student engagement, instructional strategies, classroom management, and use of computers could predict their online course success rate. As distance education continues to grow, administrators seek ways to improve students’ learning experiences and success in online courses. One method of retaining students in programs is providing instructors the needed resources to support students as they progress through a course. The participants for the current study were faculty at a community college in North Carolina who taught an online course in fall of 2020. A sample of 65 instructors were surveyed using an instrument called the Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale (MNESEOTS). Collected data were analyzed using multiple linear regression, which found no significant predictive relationships between instructor self-efficacy and any of the four measured areas of student success. While this contradicts some of the literature, recommendations for future research include additional studies with increased sample sizes at more institutions and expanded surveys targeting online and seated faculty to determine if a difference between the variables exists for each of those populations. Moreover, additional research should include comparisons of the variables against course success rates.
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Category : Dissertation abstracts
Languages : en
Pages : 816
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Author: Inoue-Smith, Yukiko
Publisher: IGI Global
ISBN: 1522574395
Category : Education
Languages : en
Pages : 329
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In a shift from traditional teacher-centered (or lecture-focused) methods to learner-centered methods (shifting from an emphasis on “teaching” to “learning”), faculty are now expected to provide technology-enhanced platforms for learning and to foster 21st century skills such as teamwork, problem solving, critical thinking, and self-management—all of which help prepare students for successful futures as citizens, professionals, and lifelong learners. Faculty Roles and Changing Expectations in the New Age provides a theoretical understanding of the link between ongoing changes in institutions and changes in faculty roles and provides course designs and pedagogical approaches that place faculty in the role of leaders and coaches for learning. While highlighting topics such as online andragogy, language learning, and digital transformation, this publication explores real-life examples and experiences of those involved in optimizing the practices of teaching and learning in the digital age. It is ideally designed for educators, instructors, administrators, faculty, researchers, practitioners, professors, and trainers.
Author: Long, Shawn
Publisher: IGI Global
ISBN: 1466609648
Category : Computers
Languages : en
Pages : 346
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Book Description
Virtual Work and Human Interaction Research uses humanistic and social scientific inquiry to explore how humans communicate, behave, and navigate in their new virtual work spaces, providing scholars and practitioners an opportunity to study virtual work from quantitative and qualitative research approaches. The books explores informal and formal communication, emotional, psychological, and physical labor, rewarding and punishing virtual work behaviors, group decision-making, socializing, and organizational change in a workplace without the physical and nonverbal cues that are taken for granted in traditional face-to-face work arrangements.
Author:
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ISBN:
Category : Education
Languages : en
Pages : 952
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Author:
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ISBN:
Category : Business
Languages : en
Pages : 2796
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