Abstract

The purpose of this qualitative multiple case study was to understand how online instructors with perceived high self-efficacy for online teaching use technology in the online class and how their use compares to a common list of best practices for use of technology with online instruction. One-on-one interviews with four case study participants were the main source of data collection along with direct observations of the participants' online courses. The case study participants were selected based on results from a Sense of Efficacy for Online Teaching Scale and willingness to move forward with the case study. Conventional data analysis was performed and codes were developed for each case. Data was compared for commonalities and theme development. Cases were individually described and the participants' viewpoints were captured. ^ Implications for this study suggested that online instructors with perceived high self-efficacy were following a set of standard best practices for teaching and use of technology in the online classroom. In addition, data suggested that technology played a very important role in the online classroom and can be used in a variety of different ways. Research supported the idea that adherence to best practices was common among online higher education faculty. Continuing to explore online instructors practices in the classroom would benefit future online programs and become relevant to the online pedagogy in these classrooms.

Keywords

Online teaching, online instructors, self-efficacy, best practices, technology

Disciplines

Curriculum and Instruction

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum & Instruction

First Advisor

Jennifer C. Richardson

Committee Chair

Jennifer C. Richardson

Committee Member 1

Janet Alsup

Committee Member 2

Victoria Walker

Committee Member 3

Bill Watson

Date of Award

Spring 2015

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