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Analyzing Online Education through the Lens of Institutional Theory and Practice: The Need for Research-Based and -Validated Frameworks for Planning, Designing, Delivering, and Assessing Online Instruction
ARTICLE

Delta Pi Epsilon Journal Volume 51, Number 2, ISSN 0011-8052

Abstract

The purpose of this study was to examine the (a) perceptions held by deans, vice presidents for academic affairs, and distance education administrators regarding online instruction; (b) impact of colleges' institutional contexts on their approaches to online education; and (c) extent to which research-validated frameworks are being used by colleges to guide their planning and delivery of online instruction. Results indicated that while academic administrators placed a relative high value on distance education, all administrators preferred face-to-face over the online learning environment and reported that the quality of online instruction is not as good as the one found in traditional, face-to-face instruction. In addition, a conflict between institutional myths and actual online instructional practices and facts exists. Consequently, the colleges' organizational structures for online education do not necessarily support and promote their learning outcomes. Because this study found that a framework for designing, analyzing, delivering, and assessing distance education was lacking in the institutions of higher education that participated in this study, a research-based and -validated framework was presented to guide educators in the planning and delivery of online instruction. (Contains 1 table.)

Citation

Gaytan, J. (2009). Analyzing Online Education through the Lens of Institutional Theory and Practice: The Need for Research-Based and -Validated Frameworks for Planning, Designing, Delivering, and Assessing Online Instruction. Delta Pi Epsilon Journal, 51(2), 62-75. Retrieved April 13, 2021 from .

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