With an increased interest in promoting positive user experience and streamlined reviews of onlin... more With an increased interest in promoting positive user experience and streamlined reviews of online courses, it is time to reexamine the literature and create a new type of review process that moves away from a focus on instructional design and centers on student experience in the online course. For this study, a review of the literature was conducted to determine key features of online student success, retention, and positive user experience. Based on the findings, a new review rubric was developed. The rubric captures key indicators of student experience in online courses.
Online Journal of Distance Learning Administration, 2016
With the ever-increasing availability of online education opportunities, understanding the factor... more With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional type...
With the ever-increasing availability of online -education opportunities, understanding the facto... more With the ever-increasing availability of online -education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional typ...
Online Journal of Distance Learning Administration, 2015
With the ever-increasing availability of online education opportunities, understanding the factor... more With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional types to determine whether findings are consistent.
The role of the Chief Online Learning Officer (COLO) has grown in importance and visibility since... more The role of the Chief Online Learning Officer (COLO) has grown in importance and visibility since the inception of distributed learning, and calls for closer examinations of the increasingly vital role and impact of these leaders reach back over a decade (Beaudoin, 2003). As the role has expanded, however, the development of a clearly defined career path, skill set, or workplace presence has not coincided in universally agreed-upon terms (Jodene, 2008). Higher education has yet to determine a cogent, comprehensive understanding of the responsibilities, priorities, and commitments that generally define the COLO.
Despite numerous studies that explore the best practices and the innovative aspects of online education, research is lacking specifically on the role of the COLO within educational institutions and the field at large (Gopalakrishnan, 2011). Consequently, those seeking to support online learning are hard pressed to delineate the figures and opportunities shaping the future of educational offerings in nontraditional contexts. Without a clear definition of the role and understanding of the skills maintained by COLOs, potential exists for further confusion and disorganization regarding the professional identity of this key position. This article will thus define the current role of the COLO, discuss its evolution over the last decade, and describe the skills and other characteristics foundational to this leadership position — employing content analyses of relevant position descriptions and vacancy notices and drawing upon interviews with sitting COLOs and other e-learning leaders.
Online Journal of Distance Learning Administration, 18(2) , 2015
A continued need exists for community college administrators to develop and implement strategies ... more A continued need exists for community college administrators to develop and implement strategies to ensure sufficient staffing to meet demand for online courses and promote student success. The problem this study addressed was threefold. First, online instructors in the local setting are overextended and are consequently unable to implement best practices. Because overextended online instructors cannot offer the presence and feedback needed to promote success, online student performance as measured by final course grades suffers. Another problem was that the current institutional system encourages overload teaching assignments. Finally, increased teaching loads can have negative ramifications on online instructor attentiveness, student performance, and academic rigor. The purpose of this descriptive quantitative study was to collect relevant data to examine the relationships among (a) online instructor employment status, (b) online instructor teaching load, and (c) online student performance at a community college. The study used both comparative and correlational research designs to address the research questions using ex post facto data. No statistically significant correlations were found between student success and employment status. However, a negative correlation was discovered between course overload and student success as measured by final course grades and completion rates. Recommendations for future research include an examination of seniority and tenure status of faculty and a wider geographic and institutional type study to ensure generalizability of the results.
Journal of Community College Learning, Leadership, and Service, 2015
American community colleges have become important component in the pursuit of four-year degrees. ... more American community colleges have become important component in the pursuit of four-year degrees. These institutions often serve as an entry gateway for those wishing to continue on to achieve an undergraduate degree. For administrators concerned with retention and completion rates, knowing how transfer options between community colleges and four-year institutions aid or impede degree completion is critical. This literature review examines institutionally controlled factors that influence time to completion for groups of students enrolled in degree programs.
With an increased interest in promoting positive user experience and streamlined reviews of onlin... more With an increased interest in promoting positive user experience and streamlined reviews of online courses, it is time to reexamine the literature and create a new type of review process that moves away from a focus on instructional design and centers on student experience in the online course. For this study, a review of the literature was conducted to determine key features of online student success, retention, and positive user experience. Based on the findings, a new review rubric was developed. The rubric captures key indicators of student experience in online courses.
Online Journal of Distance Learning Administration, 2016
With the ever-increasing availability of online education opportunities, understanding the factor... more With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional type...
With the ever-increasing availability of online -education opportunities, understanding the facto... more With the ever-increasing availability of online -education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional typ...
Online Journal of Distance Learning Administration, 2015
With the ever-increasing availability of online education opportunities, understanding the factor... more With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional types to determine whether findings are consistent.
The role of the Chief Online Learning Officer (COLO) has grown in importance and visibility since... more The role of the Chief Online Learning Officer (COLO) has grown in importance and visibility since the inception of distributed learning, and calls for closer examinations of the increasingly vital role and impact of these leaders reach back over a decade (Beaudoin, 2003). As the role has expanded, however, the development of a clearly defined career path, skill set, or workplace presence has not coincided in universally agreed-upon terms (Jodene, 2008). Higher education has yet to determine a cogent, comprehensive understanding of the responsibilities, priorities, and commitments that generally define the COLO.
Despite numerous studies that explore the best practices and the innovative aspects of online education, research is lacking specifically on the role of the COLO within educational institutions and the field at large (Gopalakrishnan, 2011). Consequently, those seeking to support online learning are hard pressed to delineate the figures and opportunities shaping the future of educational offerings in nontraditional contexts. Without a clear definition of the role and understanding of the skills maintained by COLOs, potential exists for further confusion and disorganization regarding the professional identity of this key position. This article will thus define the current role of the COLO, discuss its evolution over the last decade, and describe the skills and other characteristics foundational to this leadership position — employing content analyses of relevant position descriptions and vacancy notices and drawing upon interviews with sitting COLOs and other e-learning leaders.
Online Journal of Distance Learning Administration, 18(2) , 2015
A continued need exists for community college administrators to develop and implement strategies ... more A continued need exists for community college administrators to develop and implement strategies to ensure sufficient staffing to meet demand for online courses and promote student success. The problem this study addressed was threefold. First, online instructors in the local setting are overextended and are consequently unable to implement best practices. Because overextended online instructors cannot offer the presence and feedback needed to promote success, online student performance as measured by final course grades suffers. Another problem was that the current institutional system encourages overload teaching assignments. Finally, increased teaching loads can have negative ramifications on online instructor attentiveness, student performance, and academic rigor. The purpose of this descriptive quantitative study was to collect relevant data to examine the relationships among (a) online instructor employment status, (b) online instructor teaching load, and (c) online student performance at a community college. The study used both comparative and correlational research designs to address the research questions using ex post facto data. No statistically significant correlations were found between student success and employment status. However, a negative correlation was discovered between course overload and student success as measured by final course grades and completion rates. Recommendations for future research include an examination of seniority and tenure status of faculty and a wider geographic and institutional type study to ensure generalizability of the results.
Journal of Community College Learning, Leadership, and Service, 2015
American community colleges have become important component in the pursuit of four-year degrees. ... more American community colleges have become important component in the pursuit of four-year degrees. These institutions often serve as an entry gateway for those wishing to continue on to achieve an undergraduate degree. For administrators concerned with retention and completion rates, knowing how transfer options between community colleges and four-year institutions aid or impede degree completion is critical. This literature review examines institutionally controlled factors that influence time to completion for groups of students enrolled in degree programs.
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Despite numerous studies that explore the best practices and the innovative aspects of online education, research is lacking specifically on the role of the COLO within educational institutions and the field at large (Gopalakrishnan, 2011). Consequently, those seeking to support online learning are hard pressed to delineate the figures and opportunities shaping the future of educational offerings in nontraditional contexts. Without a clear definition of the role and understanding of the skills maintained by COLOs, potential exists for further confusion and disorganization regarding the professional identity of this key position. This article will thus define the current role of the COLO, discuss its evolution over the last decade, and describe the skills and other characteristics foundational to this leadership position — employing content analyses of relevant position descriptions and vacancy notices and drawing upon interviews with sitting COLOs and other e-learning leaders.
Despite numerous studies that explore the best practices and the innovative aspects of online education, research is lacking specifically on the role of the COLO within educational institutions and the field at large (Gopalakrishnan, 2011). Consequently, those seeking to support online learning are hard pressed to delineate the figures and opportunities shaping the future of educational offerings in nontraditional contexts. Without a clear definition of the role and understanding of the skills maintained by COLOs, potential exists for further confusion and disorganization regarding the professional identity of this key position. This article will thus define the current role of the COLO, discuss its evolution over the last decade, and describe the skills and other characteristics foundational to this leadership position — employing content analyses of relevant position descriptions and vacancy notices and drawing upon interviews with sitting COLOs and other e-learning leaders.