A Literature Review and Model of Online Teaching Effectiveness Integrating Concerns for Learning Achievement, Student Satisfaction, Faculty Satisfaction, and Institutional Results

Research about online teaching has grown extensively, and in most areas, the findings are relatively clear about many of the major opportunities and challenges, the contemporary status of online teaching issues, and overarching best practices regarding online teaching (Zawacki-Richter & Naidu, 2...

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Bibliographic Details
Published in:Pan - Pacific journal of business research 2019-04, Vol.10 (1), p.1-22
Main Authors: Van Wart, Montgomery, Ni, Anna, Rose, Larry, McWeeney, Thomas, Worrell, Rachel
Format: Article
Language:English
Subjects:
Distance learning
Educational technology
Feedback
Flipped classroom
Higher education
Literature reviews
Online instruction
Public speaking
Students
Teaching
Workloads
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Summary:Research about online teaching has grown extensively, and in most areas, the findings are relatively clear about many of the major opportunities and challenges, the contemporary status of online teaching issues, and overarching best practices regarding online teaching (Zawacki-Richter & Naidu, 2016). Integrating online teaching research effectiveness has been difficult because of (1) the substantially different perspectives related to learning achievement, student satisfaction, faculty satisfaction, and institutional results, (2) the rapid evolution of technology and online capacity, and (3) the rapid evolution of student, faculty, institutional, and accrediting body preferences and expectations of what constitutes quality online education. This article reviews the online teaching effectiveness literature with the purpose of providing a synthesis of the state-ofthe-field in the higher education context. A model is provided to identify the major factors leading to effective quality online teaching and optimal learning potential.
ISSN:2155-8442