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Faculty-Faculty Interactions in Online Learning Environments

Faculty-Faculty Interactions in Online Learning Environments

Lydia Kyei-Blankson, Jared Keengwe
Copyright: © 2011 |Volume: 7 |Issue: 3 |Pages: 9
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781613507452|DOI: 10.4018/jicte.2011070103
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MLA

Kyei-Blankson, Lydia, and Jared Keengwe. "Faculty-Faculty Interactions in Online Learning Environments." IJICTE vol.7, no.3 2011: pp.25-33. http://doi.org/10.4018/jicte.2011070103

APA

Kyei-Blankson, L. & Keengwe, J. (2011). Faculty-Faculty Interactions in Online Learning Environments. International Journal of Information and Communication Technology Education (IJICTE), 7(3), 25-33. http://doi.org/10.4018/jicte.2011070103

Chicago

Kyei-Blankson, Lydia, and Jared Keengwe. "Faculty-Faculty Interactions in Online Learning Environments," International Journal of Information and Communication Technology Education (IJICTE) 7, no.3: 25-33. http://doi.org/10.4018/jicte.2011070103

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Abstract

Past research has shown that peer support helps improve faculty activities such as research, teaching, and technology competencies. Using a mixed research method design, this research study investigated resources available to faculty as they teach or prepare to teach online courses at a large Midwest public university. In addition, the study explored the nature of peer interactions that existed between faculty who taught or planned to teach online courses. The determinants of such interactions as well as the benefits and the challenges involved in initiating and maintaining the interactions were examined. Findings from this study have implications for the development and implementation of training and support programs intended to help faculty successfully teach online courses.

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