Defining Online Teaching Effectiveness

Session Description
Online programs and distance learning have become increasingly common in post-secondary education (National Center for Education Statistics, n.d.). Many researchers agree that online teaching differs substantially from traditional, face-to-face teaching and that we need more research to understand this role (e.g. Whitaker, New, & Ireland, 2016). Online instructors, administrators, and researchers in the field could benefit from additional research, theoretical models, and measurement tools to understand better what constitutes online teaching effectiveness.

Our current research involves developing a valid, reliable measure of online teaching effectiveness. As part of this initiative, we conducted a review of the literature in this area. We found that researchers have identified a variety of roles, behaviors, skills, and other characteristics associated with online teaching effectiveness. However, many of the existing theories on online teaching effectiveness are based on face-to-face teaching environments.

In this presentation, we will summarize some of the key findings of the literature review. We will present our definition of online teaching effectiveness, along with key dimensions that appear common throughout the literature. The existing research in this area has strengths and limitations that we will discuss. Finally, we will encourage participants to think critically about these dimensions and to share their experiences, ideas, and feedback.

Gabrielle Blackman
Gabrielle Blackman, Kaplan University, USA
Gabrielle Blackman earned her Ph.D. and M.A. in Industrial and Organizational Psychology from George Mason University in Fairfax, VA. There, her research focused on leadership, teams, and training effectiveness. Her dissertation study focused on authentic leadership. While completing her graduate work, she engaged in research, consulting, and teaching. Upon earning her M.A., she taught part-time at George Mason University. After earning her doctorate, she moved on to Christopher Newport University. There, she taught undergraduate students in the Leadership and American Studies Department. In 2013, she started teaching in the Graduate School of Psychology at Purdue Global University, where she enjoys assisting adult learners in achieving their academic and professional goals. She has continued to engage in various research and consulting projects on a casual basis, throughout her career. At Purdue Global University, Dr. Blackman is a full-time instructor in the Graduate School of Psychology. She teaches graduate-level core courses in psychology, including Foundations of Professional Psychology; Advanced Research Methods; Testing, Measurement, and Assessment; and Life Span Development. She has earned numerous awards and nominations related to teaching effectiveness. She oversees four graduate-level courses in the Industrial and Organizational Psychology program, serving as a Course Leader. She is typically engaged in a variety of service activities at Purdue Global University.
Jennifer Pederson
Jennifer Pederson, Kaplan University, USA
Jennifer Pedersen is an educational psychologist with extensive academic leadership, teaching and curriculum design experience serving in a variety of capacities to include new faculty trainer, mentor, committee chair, lead instructor, and dissertation committee member. Jennifer lived in Japan for two years where she served as an English tutor and subject matter expert for Japanese university students majoring in psychology. She is an MBTI practitioner and works as a consultant for both corporate and military organizations. She is a proud military spouse with a passion for helping other military spouses. Both her thesis and dissertation focused on providing improved social support for military spouses during extended deployments. Her original work was used as a catalyst for change across the Air Combat
Command in the United States Air Force.
Michelle March
Michelle March, Kaplan University, USA
Dr. Michelle March is an Educational Psychologist, MBTI Practitioner, CODA Partners, Inc. consultant, and an esteemed adjunct faculty with experience across organizational contexts. Michelle teaches at a variety of Universities, associates through doctoral, and consults with organizations where she implements evidence-based practices; developing individuals, teams, and organizational performance. Michelle demonstrates leadership presence as she offers an eclectic approach to program and curriculum development as well as teaching strategies; serving the customer and setting the foundation, warranting successful individual and team outcome. Michelle is proficient in research, and curriculum development. She has proven expertise in numerous test, measurement, and assessment methodologies. Michelle illustrates her excellent written and communication styles through research and teaching-encompassing epistemology and metacognition of the learning process relational to student outcome and academic success; motivational strategies; effective teaching; institutional planning; organizational leadership, behavior, and personality traits; and cognitive psychology.
Elizabeth Reyes-Fournier
Elizabeth Reyes-Fournier, Kaplan University, USA
Dr. Reyes-Fournier has a Bachelor’s and Masters in Psychology/Counseling from Loyola Marymount University and a PhD in Psychology from Keiser University. She has worked as a substance abuse counselor and Marriage and Family therapist for 25+ years. Currently, she is a teacher, researcher and professional writer. Her current research is in Positive Psychology, Relationships and Online Teaching Effectiveness. She also has a byline on Space Nation Orbit, a website for a civilian space organization that works with NASA, where she writes about the psychological aspects of space travel.
Edward Cumella
Edward Cumella, Kaplan University, USA
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