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Development of a self-report instrument for measuring online teaching practices and discussion facilitation

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  • Whitney DeCamp
  • Brian Horvitz
  • Regina L Garza Mitchell
  • Megan Grunert Kowalske
  • Cherrelle Singleton

Abstract

Online learning in higher education has been increasing for many years. This is happening across all of higher education and it is happening more specifically within STEM fields. The growth of online learning has significantly accelerated the past couple of years during the COVID-19 pandemic as colleges and universities have sought ways to continue educating students while also keeping students, faculty and staff safe. As result, many college faculty and instructors across all fields of study including STEM fields have made and continue to make the transition to teaching online for the first time. Teaching in an online environment is different from traditional classroom teaching in many ways and presents a unique set of challenges to college instructors. This study documents the development of an instrument used for instructors to self-report their instructional techniques and practices. Data from 251 instructors is also used to examine how this instrument can be used to better understand particular practices, with a focus in this study on discussion facilitation. The results align with the Community of Inquiry framework, including indicating that teaching through discussion forums involves direct contribution and/or facilitation.

Suggested Citation

  • Whitney DeCamp & Brian Horvitz & Regina L Garza Mitchell & Megan Grunert Kowalske & Cherrelle Singleton, 2022. "Development of a self-report instrument for measuring online teaching practices and discussion facilitation," PLOS ONE, Public Library of Science, vol. 17(10), pages 1-15, October.
    • Handle: RePEc:plo:pone00:0275880
    DOI: 10.1371/journal.pone.0275880
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