A study of the effects of faculty knowledge of educational technology on online classroom faculty leadership practices
This quantitative research design study has extended research by Nelms (2004) into the online leadership practices of community college faculty members who taught online courses to a larger faculty population in the distance learning department of a major university. The quantitative analysis of the survey instrument responses indicated there was no difference in the subjects' online classroom leadership practices on the basis of subjects' technological skill levels. However, the thematic analysis of subjects' written comments indicated that both the subjects' and their students' technological skill levels did influence course content and teaching practices. Results from this study provide suggestions for improvements in online faculty selection and training and online student admission practices which could benefit the institution, faculty, and students.
0514: School administration