The DOI matches its Crossref record.
Best Practices for Online Instructors
Abstract
Online education has become increasingly popular in higher education, which is a trend that will continue as more universities have begun to heavily invest in online teaching due to student demand. While best practices for implementing online instruction are well documented in previous literature, factors identified in this review of literature serve as reminders that should be considered by higher education faculty to enhance the quality of their online courses. Teaching online requires a faculty member to think differently about teaching and learning, learn a host of new technological skills, and engage in ongoing faculty development for design and development of quality online instruction.
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Course design must be deliberate.
“one best practice is that course design must be deliberate (Fish &Wickersham, 2009;Maddix et al., 2012,).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Fish & Wickersham, 2009
Providing student support in terms of technology use, time management, and study strategies is a best practice.
“Providing student support in terms of technology use, time management, and study strategies is cited as another best practice (Fish & Wickersham, 2009).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Fish & Wickersham, 2009
Faculty support and collaboration is a best practice.
“Another best practice is faculty support and collaboration (Fish & Wickersham, 2009).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Fish & Wickersham, 2009
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No references could be resolved yet.
Research works printed but not linked: 20
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Cited by
Sorted by citations
Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development
Vaill, A. L., & Testori, P. A. (2012) · Online Learning · doi:10.24059/olj.v16i2.256 · Cited by 84
Metadata
- Authors
- Fish, W. W., & Wickersham, L. E.
- Affiliations
- East Texas A&M University (US)
- Venue
- Quarterly Review of Distance Education
- Publisher
- Emerald
- Published
- 2009-09-15
- Volume
- 10
- Issue
- 3
- Pages
- 279-284
- ISSN
- 1528-3518 (ISSN-L)
- 2169-1266
- OpenAlex
- W7139061389
- Cited by
- 7
- References
- 0
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 1 · 2021: 1 · 2012: 1
- FWCI
- 2.83
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Quarterly review of distance education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Digital Transformation of Higher Education
- Keywords
- online learning, online course design, faculty development, university faculty, online course quality, technological skills, distance education
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