Dr's. Shaw, Clowes, and Burrus from the Center for Learning Analytics publish in the Journal of Online Distance Learning Administration. Their article, "A Comparative Typology of Student and Institutional Expectations of Online Faculty" focused on perspectives of student outcomes and faculty performance expectations. This paper was the result of the Best Paper award presented at the Online Distance Administrator's Annual Meeting held at Jekyll Island, Georgia in June, 2017. Below is an abstract from the article and a link to the full-text article.
Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were compared. Based on the findings, there are substantive differences which should be considered by institutions to ensure online student satisfaction with faculty is maximized. Recommendations for further study include replicating this with a purposeful sample of online students and doing a quantitative study of the relationship between faculty outcomes after implementing student performance expectations.