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Professional Resources for Faculty: Teaching Online



Bolliger, D.U., Inan, F.A., & Wasilik, O. (2014). Development and validation of the online instructor satisfaction measure (OISM). Journal of Educational Technology & Society, 17(2), 183-195.

Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278.

Cole, A.W. (2016). Testing the impact of student preference for face-to-face communication on online course satisfaction. Western Journal of Communication, 80(5), 619-637.

Flynn, E. (2016). Should at-risk students take online courses? College Student Journal, (50)1, 130-134.

Inman, J., & Myers, S. (2018). Now streaming: Strategies that improve video lectures. IDEA Paper, 68. 

Lundberg, C.A., & Sheridan, D. (2015). Benefits of engagement with peers, faculty, and diversity for online learners. College Teaching, 63(1), 8-15.

Rao, K., Edelen-Smith, P., & Wailehua, C.U. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning, 30(1), 35-52.

Reilly, J.R., Gallagher-Lepak, S., & Killion, C. 'Me and my computer': Emotional factors in online learning. Nursing Education Perspectives (National League for Nursing), 33(2), 100-105.

Riggs, S.A., & Linder, K.E. (2016). Actively engaging students in asynchronous classes. IDEA Paper, 64. 

Williams, K.C., Morgan, K., & Cameron, B.A. (2011). How do students define their roles and responsibilities in online learning group projects? Distance Education, 32(1), 49-62.