Faculty Practices in Asynchronous Online Distance Education
A Study within Health Education Programs
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This monograph examines the best interactive practices of effective faculty to ascertain the deliberate processes that they employ. How do successful online Distance Education, approach the fostering and development of interactivity in an asynchronous learning environment? What do successful online Distance Education faculties do to make their teaching more interactive? Are there different approaches to generate interactivity in different courses? Effective faculties deploy certain methodologies, practices to generate interactivity in preactive phases and active teaching phases. Program direct...
This monograph examines the best interactive
practices of effective faculty to ascertain the
deliberate processes that they employ. How do
successful online Distance Education,
approach the fostering and development of
interactivity in an asynchronous learning
environment? What do successful online Distance
Education faculties do to make their teaching more
interactive? Are there different approaches to
generate interactivity in different courses?
Effective faculties deploy certain methodologies,
practices to generate interactivity in preactive
phases and active teaching phases. Program directors
identified twelve faculty for interview who
facilitate effective interaction. Thirty faculty
were identified for participation in a Delphi study
to identify and prioritize additional practices.
The result is a list of 23 practice priorities that
serve as an understanding of the interactivity that
is generated by effective online faculty. These
practices can maximize the learning and the online
experience for students and teachers.
practices of effective faculty to ascertain the
deliberate processes that they employ. How do
successful online Distance Education,
approach the fostering and development of
interactivity in an asynchronous learning
environment? What do successful online Distance
Education faculties do to make their teaching more
interactive? Are there different approaches to
generate interactivity in different courses?
Effective faculties deploy certain methodologies,
practices to generate interactivity in preactive
phases and active teaching phases. Program directors
identified twelve faculty for interview who
facilitate effective interaction. Thirty faculty
were identified for participation in a Delphi study
to identify and prioritize additional practices.
The result is a list of 23 practice priorities that
serve as an understanding of the interactivity that
is generated by effective online faculty. These
practices can maximize the learning and the online
experience for students and teachers.
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