ABSRACT Research about online teaching has grown extensively, and in most areas, the findings are relatively clear about many of the major opportunities and challenges, the contemporary status of online teaching issues, and overarching...
moreABSRACT Research about online teaching has grown extensively, and in most areas, the findings are relatively clear about many of the major opportunities and challenges, the contemporary status of online teaching issues, and overarching best practices regarding online teaching (Zawacki-Richter & Naidu, 2016). Integrating online teaching research effectiveness has been difficult because of (1) the substantially different perspectives related to learning achievement, student satisfaction, faculty satisfaction, and institutional results, (2) the rapid evolution of technology and online capacity, and (3) the rapid evolution of student, faculty, institutional, and accrediting body preferences and expectations of what constitutes quality online education. This article reviews the online teaching effectiveness literature with the purpose of providing a synthesis of the state-of-the-field in the higher education context. A model is provided to identify the major factors leading to effective quality online teaching and optimal learning potential.
