The Goldilocks Effect on Technology-Driven Faculty Communication: Getting It Just Right
Abstract: This case study examined faculty perspectives on effective communication and its impact on affiliation and collaboration within five academic departments at an online graduate school. The first phase of the study was a questionnaire aimed at gathering information about faculty expectations, evaluations, and preferences regarding communication using various technologies. Follow-up interviews produced rich data that described the perspectives of on- site, remote, and adjunct faculty members about developing a cohesive, collaborative, and effective teaching faculty. While the data collected is solely related to characteristics of a fully online faculty, the analysis could potentially be transferred to other similar cases, including traditional settings where remote and adjunct instructors teach and work with full-time, on-site faculty.
Presider: Cynthia Sistek-Chandler, National University