Qualitative Analysis of Support Needs of Online Instructors in an Asynchronous Environment
Dee McKinney, East Georgia College, United States ; Libby Morris, University of Georgia, United States
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This research examines the types of assistance faculty requested during the implementation of asynchronous, online, core curriculum courses via the University System of Georgia (USG). The course management software used was WebCT Vista, and support services were provided via a faculty associate. This associate responded to faculty requests for help via email and phone for three consecutive academic terms in 2004. The data collected were compiled and analyzed to examine types of assistance requested and characteristics of faculty who made help requests. Outcomes have indicated modifications that can be made to faculty training, improving the overall satisfaction faculty have with their online teaching experience. The authors believe the findings of this study have applicability to other educational settings in how to provide and build support for faculty teaching in a fully online medium.
McKinney, D. & Morris, L. (2006). Qualitative Analysis of Support Needs of Online Instructors in an Asynchronous Environment. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1595-1599). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)