Experiences of Graduate-Level Faculty With Student Interactions in Online Courses

• In Event: Building Capacity for Supporting New Scholars in Online Graduate Programs

Abstract

As enrollment in online graduate programs increases, the quality of online instruction has been questioned. Regarding quality, student interactions are an important element; however, limited research is available. Using Moore’s theory of transactional distance and a phenomenological research approach, we explored the interaction experiences of instructors in online graduate classes. Eight experienced online instructors were interviewed. They reported challenges with training, course facilitation, and time constraints. Student interaction was viewed as being highly dependent on course design. As facilitators of online courses, participants mentioned using discussion boards, providing timely feedback, and designing courses and assignments intentionally. Most participants did not receive adequate formal training before beginning to teach online. Implications for instructors and researchers are provided.

Authors

• Weena McKenzie, McKenzie Writing & Research, LLC

• Julie P. Combs, Sam Houston State University