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KEY PERFORMANCE INDICATORS OF PART-TIME EMPLOYEES TEACHING ONLINE

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dc.contributor.author Alexander, Mark L.
dc.date.accessioned 2019-08-14T18:12:40Z
dc.date.available 2019-08-14T18:12:40Z
dc.date.issued 2017-12
dc.identifier.uri http://hdl.handle.net/10484/12340
dc.description.abstract Online learning has caused a seismic shift in higher education since its rise beginning at the turn of the century. A portion of that impact has been on the ascent of the part-time employee teaching online. Adjunct instructors account for the overwhelming majority of the faculty providing education to these online learners. Because an instructor’s performance impacts students’ learning and their resulting end of course evaluation has such a bearing upon that person’s employment, it is imperative to identify key performance indicators (KPIs) of employees teaching online. The problem addressed by this study was to determine the factors that affected a part-time online employee’s performance rating by their students within a higher education setting. More specifically, this study sought to identify key performance indicators for those teaching online part-time. Correlations and regression were conducted on institutional data covering 1295 fully online courses that occurred in 2016 at a regionally-accredited, private university. Potential key performance indicators studied were faculty threads posted per week, faculty employment longevity, faculty load, average course GPA, and class size. Three of those variables were statistically significant (p < 0.001) in individual correlations to an adjunct’s End of Course Survey score. Four of those factors were statistically significant (p < 0.001) in predicting students’ satisfaction of a part-time employee teaching online. The key performance indicators of part-time employees teaching online include faculty threads posted per week, faculty load, average course GPA, and class size. Implications and ideas for future research were discussed. iv ACKNOWLEDGEMENTS An undertaking such as this has one person as its author but many people that contribute to such a culminating project. Thank you to my Advisor and Chair, Dr. Cindy Crowder, for her encouragement, guidance, and status check-ins. Thanks also to my committee members, Dr. David Beach and Dr. Li-Shiang Tsay, for their time, review, and feedback throughout this process. My family has been gracious, encouraging, and supportive throughout this entire process. Louann, your love and support is epitomized in your willingness to read this document and cheer me on through the defense. Thank you for encouraging my pursuit of certifications and degrees throughout our marriage. You make me a better person each and every day. Thanks to Emily, Abigail, Ian, and Isaiah for supporting me through this journey, for extending your support, and for forgiving me for being grumpy near deadlines. I am so blessed to be your father. You all inspire me! Thanks to my parents, in-laws, extended family members, small group members, friends, and colleagues at work for your support and belief in me. You are each such a blessing. I must give a shout-out to all of the locations that fueled my need for public solitude: The Refinery Business Center, Ott Hall 150-B and the Student Center at Indiana Wesleyan University, and Culver’s Restaurant #404. Thank you for tolerating me! Most importantly, thanks to my Lord and Savior, Jesus Christ. To God be the Glory, great things He has done! en_US
dc.language.iso en_US en_US
dc.publisher Cunningham Memorial library, Terre Haute,Indiana State University en_US
dc.subject key performance indicators, en_US
dc.subject student evaluations of teaching en_US
dc.subject technology management en_US
dc.title KEY PERFORMANCE INDICATORS OF PART-TIME EMPLOYEES TEACHING ONLINE en_US
dc.type Other en_US


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