Abstract
Online and brick-and-mortar universities are continually looking for a model that maximizes the student experience with the goal of enhancing retention and graduation rates among all student populations. Online education with its asynchronous nature and adult student populations need to hold faculty accountable for student performance in the classroom. This case study examined the effect of enhanced faculty requirements developed for online teaching on student academic performance and satisfaction. The enhanced requirements focused on increased faculty communication, subject-matter expertise, discipline mentoring, immediate assistance, and relationship building. Researchers compared student performance and satisfaction in courses taught under regular requirements with those taught by the same instructor under enhanced requirements. Results indicated that the enhanced requirements increased student satisfaction and performance measured by the end-of-course survey and the course academic metrics (e.g., GPA, course completion rate, and pass rate).
DOI
https://doi.org/10.15142/yqvb-b327
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Bao, Mingzhen; Selhorst, Adam L.; Taylor Moore, Teresa; and Dilworth, Andrea
(2019)
"Enhanced Teaching Requirements: A Case Study of Instructional Growth on Student Academic Performance and Satisfaction in an Online Classroom,"
Journal on Empowering Teaching Excellence: Vol. 3:
Iss.
2, Article 3.
DOI: [https://doi.org/]https://doi.org/10.15142/yqvb-b327
Available at:
https://digitalcommons.usu.edu/jete/vol3/iss2/3
Included in
Adult and Continuing Education and Teaching Commons, Higher Education and Teaching Commons, Online and Distance Education Commons
