Perceptions of the Effectiveness of Online Instruction in Terms of the Seven Principles of Effective Undergraduate Education

Abstract

This study investigated the perceived effectiveness of online instructional delivery among full-faculty experienced teaching online as well as in traditional classroom environments and variables of instructional experience, rank, academic field, online instructional experience, and course level as they related to Chickering and Gamson's Seven Principles of Effective Undergraduate Education. These principles assert that good instructional practice encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. Respondents rated online instruction as slightly more effective overall and also more effective for promoting prompt feedback, time on task, respect for diverse learning styles, and communicating high expectations, but was rated less effective for promoting student-faculty contact and cooperation among students. Perceived effectiveness was higher for experienced faculty and increased with the number of online courses taught and with course level of the online class. Academic field had a more limited influence.