Further research

Further research is needed to better understand what faculty members and students are looking for from both the online components of courses as well as the role and implementation of hybrid and online courses. To that end, this research project highlighted the need for additional study of:

• Faculty member and student participation in the development of course standards. What do faculty perceive as important for course standards? How does this align with what institutional leadership is prioritizing in terms of course development and pedagogy? How does this align with what students perceive to be important?
• Delivery-model specific elements of online components. What do faculty perceive as the essential online components of fully-online, hybrid, and face-to-face courses? How does faculty perception align with student perception of essential online components?
• Faculty member participation in course review processes. Why would/why do faculty members take part in course review processes? What sort of motivation or incentive model would improve faculty member participation in voluntary course review processes? Do faculty members think that course review and revision, especially for the online components of courses, should be voluntary?