Abstract
As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly valuable: instructor interactivity, instructor feedback on participation, and asynchronous interaction in discussion forums. These findings illuminate opportunities and areas of consideration for three stakeholders in the student-teacher interaction equation: faculty, faculty developers, and administrators that can be used to inform quality online teaching through instructor interactivity.
DOI
https://doi.org/10.26077/62f4-21aa
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Lucas, Greg; Cao, Gary; Waltemeyer, Shaunna; Mandernach, B. Jean; and Hammond, Helen G.
(2021)
"The Value of Instructor Interactivity in the Online Classroom,"
Journal on Empowering Teaching Excellence: Vol. 5:
Iss.
1, Article 3.
DOI: [https://doi.org/]https://doi.org/10.26077/62f4-21aa
Available at:
https://digitalcommons.usu.edu/jete/vol5/iss1/3
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Higher Education and Teaching Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
