DOCUMENT RESUME ED 482 703 JC 030 704 Hardy, Kimberly A. AUTHOR Faculty Teaching Goals in the Online Environment. TITLE 2002-00-00 PUB DATE 180p.; Ph.D. Dissertation, Florida State University. NOTE Dissertations/Theses Doctoral Dissertations (041) PUB TYPE EDRS Price MF01/PC08 Plus Postage. EDRS PRICE College Faculty; *Community Colleges; Faculty; Faculty DESCRIPTORS Development; Faculty Evaluation; Online Courses; Online Systems; Telecourses; Two Year Colleges ABSTRACT The purpose of this dissertation is to identify the instructional goals of faculty who teach in the web-based environment and compare those to the goals of faculty who teach traditional, face-to-face course. Study participants were faculty members from two year public community colleges in Florida and the data was collected via a website that Faculty was divided into three hosted the Teaching Goals Inventory (TGI) . groups based upon experience in teaching online courses and then matched on discipline. The study found definite preferences among faculty who teach traditional and web-related courses and that teaching in a web-based environment has an affect on their instructional goals. The study concludes that the findings in the report are significant and that they can lead to considerable improvements in overall teaching effectiveness. Further studies need to be completed on this topic because solely based upon the findings in this study, it is difficult to ascertain whether the effects on the teaching goal among the groups of faculty were influenced by the technology of the web-base setting or by the fact that faculty needed to readjust their teaching styles to accommodate a change in the learning environment. Contains 3 appendices and 96 references. (MZ) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) ir This document has been reproduced as received from the person or organization originating it. 13 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION FACULTY TEACHING GOALS IN THE ONLINE ENVIRONMENT BY KIMBERLY A. HARDY A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Fall Semester, 2002 2002 Copyright Kimberly A. Hardy All Rights Reserved LE BEST COPY AVAILA The members of the committee approve the dissertation of Kimberly Ann Hardy_ defended on October 9, 2002. Beverly B er Professor Directing Dissertation 4r Gary P Ts o n Outside ommittee Member o Barbara Mann Committee Member Carolyn Herrington, Chairperson, Department of Educational Leadership and Policy Studies ACKNOWLEDGMENTS I extend my sincerest thanks and appreciation to those who provided their professional guidance and personal support throughout this research process. Each of my committee members possessed unique qualities that contributed to the success of this project. I would like to thank my major professor, Beverly L. Bower, for her constant support and encouraging me to produce exceptional work. I would also like to acknowledge Dr. Barbara A. Mann, who was my first contact at Florida State University and provided the path from which I was able to begin the doctoral program. I appreciate her guidance, which she continued even through her retirement. I am also very grateful to Gary W. Peterson and Victor M. Hernandez Gantes, who have provided a plethora of statistical and theoretical expertise that enabled me to produce a solid and reliable study. Additionally, I would like to express my appreciation to the many individuals who were directly or indirectly involved in the research process. There were numerous representatives from the Florida community colleges and the Florida Community College Distance Learning Consortium who provided technical assistance with the data collection process. This study would also not have been successful without the participation of the faculty members who took the time to complete the inventory and offer their insights, feedback, and supportive comments on the research and the process. III I offer my heartfelt thanks to my friends and colleagues who have supported me throughout the years, in particular the "Loop Group," who were always able to offer advice and lend support. I wish each of you the best of luck with your future goals. Finally, I would like to thank my family, my parents, and most of all, my husband Charles, whose unwavering support and encouragement has been invaluable to the success of my endeavors. Your confidence and faith in my abilities has made all the difference in the world. iv 5 TABLE OF CONTENTS List of Tables viii List of Figures ix Abstract I. INTRODUCTION 1 Teaching Goals and Classroom Assessment 3 Web-based Instruction 5 Purpose 8 Conceptual Framework 10 Definition of Terms 11 Significance 11 Delimitations of Study 13 II. REVIEW OF LITERATURE 14 Classroom Research 15 The Evolution of Classroom Research and Assessment 17 Lowman's Two-Dimensional Model Seven Principles of Good Practice in Education Weimer's Five-step Process for Improving Teaching Classroom Assessment 31 The Classroom Assessment Process 34 Teaching Goals 35 Classroom Assessment Techniques 38 Studies Employing the Teaching Goals Inventory 40 Teaching Goals and Academic Culture 40 Teaching Goals of Part-time Educators 43 Teaching Goals of Practitioner Educators 44 Teaching Goals at Senior Research Universities 46 Web-based Instruction 49 Content 55 Teaching Roles 56 Teaching Methods and Assessment Strategies 58 Interaction and Communication 59 Instructional Goals 62 The Community College Environment 63 Teaching Status 65 Years of Teaching Experience 68 Conclusion 69 III. METHODOLOGY 72 Research Questions 72 Population 73 Sample 73 Variables 74 Research Design 75 Instrumentation 77 Item Development and Validity 78 Reliability 80 Data Collection 82 Web-based Survey Research 82 Method of Analysis 86 IV. RESULTS 94 Demographic Data for the Sample 95 Reliability 97 MANCOVA Analysis 99 MANOVA/MANCOVA Assumptions 99 Multivariate Test 103 Univariate Tests and Hypothesis Testing 104 Observed and Adjusted Means 105 Research Hypotheses 107 Additionaf Findings 112 Summary 115 V. DISCUSSION 117 Summary of Findings 118 Higher Order Thinking Skills 120 Basic Academic Success Skills 122 Discipline-Specific Knowledge and Skills 124 Liberal Arts and Academic Values 125 Work and Career Preparation 126 Personal Development 127 Additional Findings 129 Goals of Web-based Faculty 129 Teaching Experience and Status 131 vi 7 Comparison to National Study 132 Effect of Web-based Instruction 134 Implications for Practice and Conclusions 138 Recommendations for Future Research 142 APPENDIX A 145 APPENDIX B 155 APPENDIX C 157 REFERENCES 159 BIOGRAPHICAL SKETCH 167 vii LIST OF TABLES Coefficient Alpha Re liabilities for Final TGI Clusters 3.1 81 4.1 Demographic Characteristics of the Sample 97 4.2 Coefficient Alpha Reliabilities for TGI Administration 98 Means and Standard Deviations of Dependent Variables 4.3 101 4.4 Pearson Product Moment Correlations r Among Dependent Variables 102 4.5 Multivariate Analysis Tests 104 4.6 Univariate Analysis Tests 105 4.7 Summary of Adjusted Means 106 4.8 Higher Order Thinking Skills 108 4.9 Basic Academic Success Skills 109 4.10 Liberal Arts and Academic Values 110 Personal development 4.11 112 4.12 Between-subjects Effects for Covariates 113 4.13 Comparison of Data with Angelo and Cross' Nationwide Sample 115 viii 9 LIST OF FIGURES The Effect of Evaluation on Teaching 1.1 2 Grid of Effective Instruction 2.1 22 ix 1 0