Date of Graduation
College of Education and Human Services
Curriculum & Instruction/Literacy Studies
Richard T. Walls.
The purpose of this study was to explore and describe the experience of undergraduate faculty members who participated in the practice of online distance instruction. This study explored instructor's perception of their implementation of pedagogical principles in the online environment, identified factors that influenced their implementation of the principles, and explored the relationship between the influencing factors and the online implementation of the Seven Principles.;Research shows that the implementation the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) varied significantly from one principle to another. Overall the least endorsed of the Seven Principles were Encourage Cooperation Among Students and Encourage Student-Faculty Contact. In contrast, the most endorsed of the Seven Principles were Communicate High Expectations .;This study reveals that Instructional Strategies and Technology Features positively influenced online implementation of the Seven Principles. Time & Distance and Lack of Student Involvement negatively influenced online implementation of the Seven Principles.;Results indicate that significant difference existed in the implementation of the Seven Principles between participants teaching courses in the area of Humanities and Science and Technology. Participants in the Humanities group reported significantly higher implementation of the Seven Principles than participants in the Science and Technology group.
Zhang, Jinsong, "Instructors' self -perceived pedagogical principle implementation in the online environment" (2006). Graduate Theses, Dissertations, and Problem Reports. 2712.