Instructors teaching in the online classroom are faced with the unique challenge of creating a personalized relationship in a virtual environment that lacks the traditional outlets for establishing an informal connection with students. While there are various means of facilitating the online student-teacher relationship, faculty Web pages are often used as a simple, low-cost means of sharing information about an instructor's personal life (including interests, hobbies, family, etc). The purpose of the current study was to examine students' perception of the relative importance of various types of information placed on a faculty Web page. It was hypothesized that online students would desire more personalized content on an instructor's Web page as these students would lack the face-to-face, informal interactions that typically reveal this type of information. Contrasting the hypothesis, this study found online students and face-to-face students placed little importance on the personalized components of a faculty Web site. Rather, regardless of educational delivery format, students placed high importance on basic contact and course-specific information, with very little importance on an instructor's personal information.

">

Components Of A Faculty Web Site

B. Jean Mandernach*, Amber Dailey**, Emily Donnelli***
Associate Professor of Psychology and Online Learning at Park University
Periodicity:October - December'2005
DOI : https://doi.org/10.26634/jet.2.3.885

Abstract

Instructors teaching in the online classroom are faced with the unique challenge of creating a personalized relationship in a virtual environment that lacks the traditional outlets for establishing an informal connection with students. While there are various means of facilitating the online student-teacher relationship, faculty Web pages are often used as a simple, low-cost means of sharing information about an instructor's personal life (including interests, hobbies, family, etc). The purpose of the current study was to examine students' perception of the relative importance of various types of information placed on a faculty Web page. It was hypothesized that online students would desire more personalized content on an instructor's Web page as these students would lack the face-to-face, informal interactions that typically reveal this type of information. Contrasting the hypothesis, this study found online students and face-to-face students placed little importance on the personalized components of a faculty Web site. Rather, regardless of educational delivery format, students placed high importance on basic contact and course-specific information, with very little importance on an instructor's personal information.

Keywords

virtual Environment.

How to Cite this Article?

B. Jean Mandernach, Amber Dailey and Emily Donnelli (2005). TComponents Of A Faculty Web Site. i-manager’s Journal of Educational Technology, 2(3), 50-59. https://doi.org/10.26634/jet.2.3.885

References

Apps, J. W. (1994). Leadership for the Emerging Age: Transforming Practice in Adult and Continuing Education. San Francisco: Jossey-Bass Publishers.
Center for Internet Technology in Education. (2000). Building Learning Communities in the Online Classroom. Retrieved July 20, 2005 from http://sapphire.pvcc.cc.- va.us/teachingcenter/tutorials/tips%20for%20building% 20learning%20communities.htm.
Cohn, E. R. and Stoehr, G. P. (n. d). Multidisciplinary Applications of CourseInfo Course Management Software to Motivate Students in Traditional Course Settings. Interactive Multimedia Electronic Journal of Computer Enhanced Learning. Retrieved June 29, 2005 from http://imej.wfu.edu/articles/2000/1/04/index.asp.
Gump, S. E. (2004). Keep Students Coming by Keeping Them Interested. College Student Journal, 38 (1), 157.
Hasler-Waters, L. and Napier, W. (2002). Building and Supporting Student Team Collaboration in the Virtual Classroom. Quarterly Review of Distance Education, 3(3), 345.
Kelly, M. G. (2000). National Educational Technology Standards for Student Connecting Curriculum and Technology. International Society for Technology in Education.
Leibowitz, W. R. (1999). Colleges Urged to Lure More Visitors to Web Sites. The Chronicle of Higher Education, 46 (12), A53.
Myers, S. A. and Bryant, L. E. (2004). Qualitative Research Reports in Communication, 5, 22.
Palmiter Jr., D. and Renjilian, D. (2003). Improving Your Psychology Faculty Home Page: Results of a Student-Faculty Online Survey. Teaching of Psychology 30(2), 163-166.
Rankin, W. (2000). A Survey of Course Web Sites and Online Syllabi. Educational Technology, 40, 38-42.
Rodriguez-Farrar, H. (n. d.). Designing a Course Web Site for Effective Student Learning. (Online). Retrieved June 29, 2005 from http://www.brown.edu/Administration/ Sheridan_Center/pubs/teachingExchange/sept99/TE_c ourse_Web site.shtml.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.