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Identifying factors that impact online teaching effectiveness during COVID-19

Lakshmy Mohandas (Department of Technology Leadership and Innovation, Purdue University, West Lafayette, Indiana, USA)

Nathalia Sorgenfrei (Department of Engineering Management, Systems and Technology, School of Engineering, University of Dayton, Dayton, Ohio, USA)

Lauren Drankoff (Department of Engineering Management, Systems and Technology, School of Engineering, University of Dayton, Dayton, Ohio, USA)

Ivan Sanchez (Department of Engineering Management, Systems and Technology, School of Engineering, University of Dayton, Dayton, Ohio, USA)

Sandra Furterer (Department of Integrated Systems Engineering, College of Engineering, The Ohio State University, Columbus, Ohio, USA)

Elizabeth Cudney (John E. Simon School of Business, Maryville University of Saint Louis, St. Louis, Missouri, USA)

Chad Laux (Department of Computer and Information Technology, Purdue University, West Lafayette, Indiana, USA)

Jiju Antony (Department of Industrial and Systems Engineering, Khalifa University, Abu Dhabi, Abu Dhabi, United Arab Emirates)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 26 September 2022

Issue publication date: 10 January 2023

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Abstract

Purpose

This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.

Design/methodology/approach

This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.

Findings

The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.

Research limitations/implications

The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.

Practical implications

Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.

Originality/value

This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.

Keywords

Citation

Mohandas, L., Sorgenfrei, N., Drankoff, L., Sanchez, I., Furterer, S., Cudney, E., Laux, C. and Antony, J. (2023), "Identifying factors that impact online teaching effectiveness during COVID-19", Quality Assurance in Education, Vol. 31 No. 1, pp. 44-59. https://doi.org/10.1108/QAE-02-2022-0031

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Emerald Publishing Limited

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Identifying factors that impact online teaching effectiveness during COVID-19

Abstract

Purpose

Design/methodology/approach

Findings

Research limitations/implications

Practical implications

Originality/value

Keywords

Citation

Publisher

Related articles

To read this content please select one of the options below:

Please note you do not have access to teaching notes

Abstract

Purpose

Design/methodology/approach

Findings

Research limitations/implications

Practical implications

Originality/value

Keywords

Citation

Publisher

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