Administrator Perceptions on the Monitoring of Teaching and Teaching Misbehavior in Online Higher Education Courses

Autor/in	Gillmore, John Christopher
Titel	Administrator Perceptions on the Monitoring of Teaching and Teaching Misbehavior in Online Higher Education Courses
Quelle	(2021), (112 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oklahoma State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5698-9
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Behavior Problems; Academic Freedom; Teacher Effectiveness; Higher Education; College Faculty; Teacher Selection; Faculty Promotion; Tenure; Decision Making; Department Heads; Teacher Administrator Relationship; Case Studies; Teacher Attitudes; Supervisors; Teacher Behavior; Educational Policy; Guidelines; Administrator Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Akademische Freiheit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Amtszeit; Beschäftigungsdauer; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Lehrerverhalten; Teacher behaviour; Politics of education; Bildungspolitik; Richtlinien
Abstract	The evaluation of teaching quality is a concern for leaders in higher education. Faculty supervisors must make recommendations for hiring, promoting, and rendering tenure decisions for faculty members. In addition, they must deal with problem faculty and decide how to address faculty misbehavior. Oversight and management of faculty teaching typically falls to that of the academic department head. This position is most commonly filled by academics with little management experience or training. Online teaching adds an additional technical element that further complicates the activity. Administrators in the position to monitor faculty teaching may have online teaching experience, but the monitoring of faculty is met with sizeable challenges including the professors' right to academic freedom and the protections of tenure. This qualitative case study explores administrator perceptions of the strengths and challenges of current systems of monitoring online faculty teaching and teaching misbehaviors in an American public university where the majority of courses are delivered traditionally or in-person. The study surveyed nine university staff, including faculty supervisors and online support administrators, about their perceptions of the differences and similarities for monitoring teaching and teaching misbehaviors in online and in-person courses. The results showed there was no real difference in practice or policy for the monitoring of online teaching. The author argues that there is a special need for monitoring in online higher education teaching specifically because the "public nature" component of college teaching is removed in online classes. A theoretical framework is presented that describes this "public nature" and the lack of third party perspective in online classes that previously served as a deterrent for misbehavior and facilitated detection from peer students, faculty, staff, and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01