A Comparative Typology of Student and Institutional Expectations of Online Faculty


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. 

This publication has been peer reviewed.
Publication Type: 
Journal Article
Melanie Shaw
MC Clowes
Scott Burrus
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
Online Journal of Distance Learning Administration
Date Published: 
Thursday, August 31, 2017
Publication Language: 
Boyer's Domain: 

Additional content will be provided upon request.

Scott Burrus

Additional content will be provided upon request.

Scott Burrus
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