Abstract:

Greater teacher efficacy in online teaching appears to be positively correlated with certain exhibited dispositions and practices. Inferential measures of dispositions such as friendliness, enthusiasm, active involvement, patience, and tolerance, among others, exhibited by professors in online instruction lead to greater student participation and satisfaction. By analyzing four professors teaching in the online environment, two with positive student reviews and two with negative or mediocre student reviews, certain teacher dispositions and practices emerged. Three areas were studied: instructor participation with students; the tone of communication with students;, and the creation of a community of learners online. Instructor participation with students was measured by the interaction and guidance in discussion board questions, comments on graded student work, the amount of measured user time of the instructor while teaching online, and student evaluations. The tone of communication with students was measured by professor communications with students in the discussion boards, virtual office responses to student questions, and whole class as well as individual emails. The creation of a community of learners online helps to foster a sense of belonging, and was measured by activities such as informal course announcements, media, emails, and student and professor biographies, indicating that the instructor is interested in each student. There are two perspectives to online instruction: that of the student as well as that of the instructor. In order to provide a valid base for analysis, it is important to consider both. A search of the literature revealed almost no information in the areas of focus of this study. Further research is needed to identify positive behaviors by teachers leading to greater online instructor efficacy.

Keywords:

technology, online efficacy.