The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation
Abstract
Abstract The purpose of this study was to identify the course design, assessment and evaluation, and facilitation practices from the perspectives of award-winning online faculty. Aligned with this purpose, we developed a conceptual framework focused on online course design, assessment and evaluation, and facilitation; and review relevant literature in light of this framework. We interviewed eight award-winning online faculty members from across the United States. These faculty received online teaching awards from one of the following professional associations: Online Learning Consortium (OLC), Association for Educational Communications and Technology (AECT), or United States Distance Learning Association. Based on the interviews, it was found that online instructors use a systematic design process, backwards design, considered learner needs, and designed learner interaction during the design process. Faculty recommended using a variety of assessments, using traditional and authentic assessments and used rubrics to assess students, course templates and quality assurance process and surveys, learning analytics, and peer reviews for assessment and evaluation. Timely response and feedback, availability and presence, and periodic communication were some facilitation strategies the award-winning instructors used. We discuss these findings and provide suggestions for future research and practice. These findings can add to what is known about effective online teaching best practices, standards, and competencies.
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The effectiveness of online and blended learning: A meta-analysis of the empirical literature
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“As studies on the effectiveness of online learning have long been documented in the empirical research literature (Means et al., 2013), researchers and practitioners have spent a considerable amount of time trying to formulate the best practices and standards in online course design.”
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A professional development framework for online teaching
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Educators’ emotions involved in the transition to online teaching in higher education
Naylor, D., & Nyanjom, J. (2021) · Higher Education Research & Development · doi:10.1080/07294360.2020.1811645 · Cited by 160
The HeDiCom framework: higher education teachers' digital competencies for the future
Tondeur, J., Howard, S., Van Zanten, M., Gorissen, P., Van der Neut, I., Uerz, D., & Kral, M. (2023) · Educational technology research and development · doi:10.1007/s11423-023-10193-5 · Cited by 115
Salas-Rueda, R.-A., Salas-Rueda, É.-P., & Salas-Rueda, R.-D. (2020) · International Journal of Education in Mathematics, Science and Technology · doi:10.46328/ijemst.v8i3.759 · Cited by 55
Heil, J., Ifenthaler, D., Cooper, M., Mascia, M. L., Conti, R., & Penna, M. P. (2025) · Smart Learning Environments · doi:10.1186/s40561-025-00395-0 · Cited by 47
Metadata
- Authors
- Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K.
- Venue
- The Internet and Higher Education
- Publisher
- Elsevier BV
- Published
- 2019-07
- Volume
- 42
- Pages
- 34-43
- ISSN
- 1096-7516 (ISSN-L)
- OpenAlex
- W2940438877
- Cited by
- 385
- References
- 6
- FWCI
- 134.20
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
