Date of Award
Education, Leadership and Public Service
Educational Administration: Administration and Supervision (MAE)
Christi U. Edge
As online course enrollments grow, overall perception of rigor still lags compared to that of traditional face-to-face education. The purpose of this research was to tie faculty and syllabi characteristics to the rigor of online courses. This study explored the relationship between faculty and syllabi characteristics and performance on an online entry-level course design quality assurance assessment (pass, pass with concern, or fail). A decision tree analysis was used to predict the relationship of the independent (faculty and syllabi characteristics) and the dependent (entry-level course design assessment) variables. Findings suggest that faculty rank and writing intensive are key characteristics predictive of the rigor of design for online courses. Knowing what characteristics are likely to fail the course design assessments, extra resources and support can be shifted to elevate the rigor of online courses.
Hamel, Brad J., "IMPROVING THE RIGOR OF ONLINE EDUCATION: EXPLORING CHARACTERISTICS OF FACULTY AND SYLLABI WITHIN AN ONLINE PROGRAM ASSESSMENT PROCESS" (2019). All NMU Master's Theses. 574.
Adult and Continuing Education Administration Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Higher Education Administration Commons, Online and Distance Education Commons, Other Educational Administration and Supervision Commons, Scholarship of Teaching and Learning Commons