Online Instructor Voices: A Qualitative Study on Perceptions of Practice
Cynthia Sistek-Chandler; Ritika Bhawal; Michael P. Myers
Abstract
This study presents a qualitative analysis of data to help understand online teacher presence, self-perceptions, and experiences of faculty who are teaching online at a large adult learner University. Online programs have been designed to facilitate high quality teaching for this population by combining elements of both synchronous and asynchronous instruction. In this study, instructors were asked to describe their online teacher presence and experiences. Focus groups were conducted with faculty participants online to capture their voices. Transcripts from participants’ comments were analyzed qualitatively using a phenomenological method of inquiry. This analysis resulted in a narrative integration of significant statements, formulated meanings, and a cluster of themes. Themes centered around being present, making a positive impact, establishing connections with students, and related a sense of power through interactive dynamics. These themes described behaviors that resulted in empowerment of faculty online presence and a pathway to teacher presence in online instruction.