Abstract
This exploratory paper reports a study investigating the implications of online teaching for faculty at four-year institutions. A survey of faculty at three different Colleges of Business in North Carolina reveals significant professional implications for those teaching online courses. Three primary areas of investigation included: 1) Preparation time required to develop an online course, 2) Quantity of time devoted to actually delivering the course online, 3) Student evaluations of faculty teaching online. The authors find that there may be strong disincentives for teaching online courses. We conclude with a discussion of these findings and how they may be useful in effectively addressing the growing challenges facing faculty and administrators as more and more courses move online.
| Original language | English |
|---|---|
| Journal | Global Journal of Business Pedagogy |
| Volume | 2 |
| Issue number | 1 |
| State | Accepted/In press - 2018 |