Instructor Presence in Online Courses and Student Satisfaction

This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors

The manager as coach as a driver of organizational development

Purpose – The purpose of this paper is to explore the manager as coach (MAC) role as an organisational development strategy, in particular, aspects of the relationship between manager and employee that make it successful. The purpose of the MAC in the business context is to help employees consider how they might work and behave differently with more effective behaviours that produce better outcomes, without a reliance on the formal authority the manager possesses. Design/methodology/approach – A qualitative case study approach was adopted in which individuals shared their experiences as MAC and/or as an employee receiving coaching from a manager in an asynchronous online discussion forum. These discussions were then qualitatively analysed.Findings – The findings illustrate the complexity of the MAC role and why many managers fail in this role, leading to a loss of engagement and motivation of staff. Similarly, factors, which strengthen the relationship between the MAC and employee, such as trust, shared values, and benevolence lead to success in this organisational relationship. Practical implications – Managers need to understand how to operate as a MAC to elevate organisational performance. Similarly, organisational developers need to understand what is required in training programs to develop managers into coaches if they are to employ this strategy successfully. Originality/value – This practitioner oriented paper builds upon a case study, which explores the MAC role and integrates the findings with contemporary knowledge on performance management and coaching

A strategic approach for integrating theory to practice in leadership development

Purpose – This paper aims to evaluate the impact of experiential learning, goal setting, peer coaching and reflective journaling as a combined strategy to influence leadership development. Design/methodology/approach – Subjects participated in a university based leadership development program over two years. Four focal units of study were undertaken. Participants set development plans based on their learning and implemented them over eight weeks with the support of a peer coach. A pre, mid- and post- 360-degree assessment was undertaken to measure changes in leadership competency. Learning outcomes and coaching reports were also submitted and evaluated qualitatively.Findings – A progressive increase in leadership competency was report by participants and their work colleagues in the 360-degree data. Qualitative data revealed a range of learning outcomes that elevated their leadership competency. Research limitations/implications – The results of this research provide a model for further investigations into how training can be structured to promote transfer of training. Originality/value – Considering the investment being made by organizations into leadership development, this research provides a strategy for increasing return on investment in leadership development

The Virtual Professor and Online Teaching, Administration and Research: Issues for Globally Dispersed Business Faculty

Changes in the manner in which universities are delivering education are revolutionary. Learning spaces are changing, online learning is increasing, the demand for more flexible learning continues to grow, and the skill set for academics is expanding. Recruitment and retention of academic staff to work in this type of context creates a range of challenges for universities. With a global shortage of quality academic staff, an ageing academic workforce and a younger cohort of casual academic staff looking to leave the sector, institutions may need to consider other ways of attracting staff beyond the traditional manner of resident faculty. One staffing model involves having permanent academic staff positions which are virtual. This case study reports on the experience of a professor in a university’s business faculty working remotely in a foreign country. The experience of working virtually was successful across teaching, research and administrative dimensions. Reasons for this success related to the intrapersonal competencies and work preferences of the professor and the technology rich environment of the university. Maintaining communication richness with colleagues were noted challenges. Educational management and administration of these staffing arrangements offer new ways for universities interested in internationalizing its business

Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

The purpose of this study was to explore how post-graduate students in a fully online business course used information communication technology during a virtual peer coaching experience. In this exploration of technology use it was found students required additional guidance in the use of technologies such as email, telephone calling, and more media rich tools such as Skype and Blackboard Collaborate during a virtual peer coaching session. They did not fully understand how to use these different mediums to guide and structure the coaching experience. They were frustrated by the lack of media richness when using tools with low levels of audio-visual connectivity. The findings suggest that the increasing use of technology in education does not necessarily mean that students will use it appropriately, even if they are adept at learning online or use the technology in their daily lives. Therefore, instructors cannot make assumptions about students’ technological literacy even though these same students may appear to have a high level of competency learning online. Guidelines for using ICT in virtual peer coaching are provided as a result of this exploration

Post-graduate student performance in ‘supervised in-class’ vs. ‘unsupervised online’ multiple choice tests: implications for cheating and test security

This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine test scores was for one test where the students scored significantly lower in the unsupervised online test. There was no increase in mean test scores over time and the mean test scores for the unsupervised online test were not significantly higher than the mean test scores for the supervised in-class test. The study suggests that unsupervised online MCTs can be a viable tool for assessing knowledge in post-graduate students provided they meet best practice standards for online assessment. Concerns about increased cheating in unsupervised online testing are not supported

The Interplay Between Organisational Learning Culture, The Manager as Coach, Self-Efficacy and Workload on Employee Work Engagement

A cross sectional convenience sample of 195 MBA students answered questions which explored the impacts of managerial coaching on work engagement. Measures of organisational learning culture (OLC), self-efficacy, manager quality and workload were considered as potential influences on work engagement. Analysis was carried out using structural equation modelling. Results indicate that the positive influence of managerial coaching on employee work engagement is mediated by OLC. Self-efficacy and workload also influence work engagement in a positive manner independently. Organisations that invest in the development of coaching skills of managers can enhance the OLC and thereby the work engagement of employees

Leadership Development Using Three Modes of Educational Delivery: Online, Blended and Face to Face

This research explores differences in the development of life long learning skills that support leadership development across three different modes of educational delivery. Performance outcomes from 550 students across three modes of educational delivery in a post graduate leadership and management course were compared. The 12 module course and the two projects that learners were responsible for completing were the same across the three modes of delivery. Delivery mode included face to face, blended and fully online. Students in the fully online mode did significantly better in their two projects in comparison to students in the face to face and blended mode. For the first project, female students did significantly better than males in the face to face mode, and insignificantly less well than males in the blended and fully online mode. This research suggests that the development of life-long learning skills that support leadership development can occur using a range of delivery modes, including fully online. The importance of collaboration appears to have some bearing on female student performance and suggests this is an important variable to consider in course design, particularly as it moves to more virtual means. The ability to use fully online, blended and face to face delivery methods to develop life-long learning skills that support leadership development is encouraging given the highly humanistic orientation of this subject matter and its historical tendency to be delivered in face to face formats. Organisations that purchase and deliver leadership development programs might consider expanding delivery options to meet the needs of busy leaders given the results of this research