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What is Teaching as a Scholarly Endeavor

Chapter 3
Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses
A process that involves faculty evaluating their own teaching and modifying instruction based on the evaluation data, for the purpose of on-going instructional improvement and maintaining a focus on student learning.
Published in Chapter:
The Pivotal Role of Faculty in Online Student Engagement and Retention
Judi Simmons Estes (Park University, USA)
Copyright: © 2016 |Pages: 23
DOI: 10.4018/978-1-4666-9582-5.ch003
Abstract
The premise of this chapter is that higher education online faculty have a pivotal role in student retention; faculty participation is key to student engagement and engaged students tend to complete courses in which they are enrolled. However, frequently faculty members are unaware of the impact their active participation and visibility has on student engagement and retention. In addition, online courses are an important source of revenue for many institutions of higher education and attrition results in loss of revenue. Given that faculty have a pivotal role in retention, institutions of higher education can benefit fiscally from guiding and supporting online faculty in strategies of student engagement and retention. Faculty support is needed during the process of change inherent in faculty adapting to teaching online, through providing on-going faculty professional development and by creating a teaching culture inclusive of informal scholarly investigations related to instructional effectiveness in online course delivery.
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