Online Faculty Performance Reviews: How are We Doing?

 This quantitative correlational study was conducted to determine how effectively faculty provides interactive, self-directed, and learner-focused instruction in the virtual classroom.

Abstract: 

Faculty performance reviews are used to inform universities of apparent instructional effectiveness and efficiency and help educators make incremental improvements in teaching and learning. In the quantitative correlational study, 50 online faculty performance reviews were examined to determine how effectively faculty provides interactive, self-directed, and learner-focused instruction in the online classroom. The study sample was composed of 50 online faculty performance reviews from a major for-profit university in the United States.  Analysis was conducted through descriptive statistics, frequency, and chi-square analysis. The resulting findings revealed significant differences in faculty effectiveness relating to engagement, feedback, and professional behavior, classroom management, and compliance. The results were discussed and limitations provided.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Authors: 
Carman C. Kelsey-Jenkins
Year of Publication: 
2014
Journal, Book, Magazine or Other Publication Title: 
Online Faculty Performance Reviews: How are We Doing?
Volume: 
3
Issue: 
1
Pages: 
44-56
Publisher: 
Social Science Research Network
Date Published: 
Monday, November 17, 2014
Place Published: 
Social Science Research Network
Publication Language: 
English
ISSN Number: 
http://ssrn.com/abstract=2526396
Editors: 
The Exchange
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