Online learning is taking our nation by storm and changing the face of education forever. By 2014 we are projected to have 10 million students taking at least one online class (Nagel, 2009). The online revolution is one of the greatest changes the field of education has seen in the last 25 years (Greenway & Vanourek, 2006). This major shift in education also represents a major shift in how our teachers are prepared and what great teaching looks like in online settings. The online classroom is distinctly different than the brick-and-mortar classroom, and success in the classroom does not necessarily translate into the online environment (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Our students deserve the best online teachers to ensure the potential of online learning is fulfilled (Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004). Top quality online teachers are those who have mastered or can demonstrate the ability to quickly learn the specific skills of technology, online instructional design and delivery, communication, and online learning professional development. This study will explore and analyze the impact of the website K-12 Online Staffing Solutions on the recruitment, hiring, and induction practices for K-12 online administrators. Using the research and development research model, developed by Borg and Gall (1989), the website will undergo a series of qualitative feedback and product revision cycles with participants. The results of the study showed that the website tool was easy to use and impacted the practice of virtual school administrators in Oregon. The results have implications beyond virtual charter schools in Oregon. Online learning is growing and administrators need practical, accessible, and research based tools to successfully meet the need for online K-12 options.

Enrollment in online courses has increased rapidly in the last two decades, and exponentially in the last few years (Seaman, Allen, & Allen, 2018) as part of an e-revolution, especially in business schools (Kumar, Kumar, Palvia, & Verma, 2019), in which access to and use of information technology has become widespread. Instructors are one of the most important variables in online teaching as they function as the source of content for, and facilitators of, the online course. Some faculty, however, are ambivalent about teaching online for a variety of reasons (Mitchell, Parlamis, & Claiborne, 2015), and this ambivalence can be the impetus for the failure of the online course implementation. In addition, although research (“No significant difference”, n.d.) demonstrates that learning in online classes is comparable to learning in on-ground courses, instructors’ attitudes toward online teaching remain divided.In this chapter, I offer a brief review of Mitchell et al. (2015) and its general recommendations for management educators to help overcome their resistance to online teaching. I then expand upon what was previously written by sharing specific recommendations and resources focused on faculty, and for administrators to use with faculty, as they attempt the change to online teaching. To this end, I begin with a discussion of the notion of fit in the context of selecting faculty with a particular set of characteristics that are best suited to teaching online courses. The next portion of the chapter offers a research-derived list of best practices for new online instructors – addressing both hard and soft issues. Next, the discussion continues with a brief review of additional factors pertinent to teaching online but not included in the previous list. This will include topics gleaned both from research and over a decade and a half of personal online and hybrid experience as a management educator.

AIM: Proper advisement of students about their programs of study requires knowledge of the applicants and confidence that the recommended curricula will lead to success via graduation and certification. . BACKGROUND: Two important strategies to deliver master of science in nursing (MSN) curricula include online and face-to-face (F2F) formats. . METHOD: A nonexperimental, descriptive study of archival data was used to examine and compare the characteristics of F2F and online MSN applicants, admitted students, and graduates as well as family nurse practitioner (FNP) certification pass rates at one eastern Tennessee college of nursing. Administration and FNP concentrations were studied. . RESULTS: The average applicant grade point average (GPA) was higher for the F2F format but no difference in the average admission GPA was found between formats. The online students had more years of RN experience than the F2F students. . CONCLUSION: No significant difference was found between graduating GPAs or FNP certification pass rates.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.