Year: 2021
Type: article
Study design: Observational Study
Abstract: Various instructor qualities have been shown to have variable influences student outcomes in onlinecourses. In this study, the impact of faculty quality on student performance was examined bycomparing student performance when taught by excellent faculty and average faculty (determinedthrough administrative evaluations). We examined 328 student grades from a 2019 January term 200level elementary statistics course. Student performance measures included final course scores, gradedistributions and pass rates. Learning modality (asynchronous vs. synchronous) and course design(e.g. syllabus, textbook, assignment and assessment design, etc.) as confounding variables werecontrolled through the template approach implemented at the study institution. The statisticalanalysis of the influence of modality ensured that modality was a controlled variable as there was nostatistically significant difference in student outcomes across the online course modalities studied.There was no statistically significant difference in learner outcomes between students who weretaught by faculty rated excellent compared to those taught by faculty rated average. It is likely thatthe standardized nature of the courses combined with the mandatory faculty training in onlineteaching and learning best practices minimized differences between instructors. Future researchshould examine more specific indicators of faculty quality such as social presence in onlinediscussions and teaching presence in feedback. Furthermore, future research could examine theinfluence of faculty gender on student outcomes in online modalities.
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3136657031