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The purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

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This study reports and discusses the impact of technical barriers on the effectiveness of professional development as related to a distance education system based course: a case study of the web world wonders environmental science learning community in Florida. The project involved 4th through 12th grade public school teachers learning how to use GPS readers, digital cameras, and Arc View software for the purpose of utilizing a Website that enabled remote Internet camera access in Florida State Parks. Under the supervision of Florida State University and the Florida Department of Education those teachers received professional development in techniques for developing lesson plans utilizing the equipment and software as stated above. Using the Concept Based Adoption Model, a description of the teacher's demographics, Levels of Use and Stages of Concern with relation to gender, age, teaching experience, and technological experience was examined. Technical barriers were identified and an explanation of how they were overcome in the process of receiving the professional development is reported.

The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online. / by Stephanie Arsht. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography.

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