Elements of satisfactory online asynchronous teacher behaviour in higher education

Keywords: Online education, Asynchronous, Teacher behaviour

Abstract

In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages that are most often addressed to the whole group. These messages are characterised by careful listening to the students, elaborate on content knowledge, and show online personality and social behaviour. The research resulted in preliminary guidelines for crafting asynchronous teacher messages that positively affect student satisfaction and a scoring guideline that can be used to score the quality of online teaching as expressed in online asynchronous messages.

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Author Biographies

Anneke Smits, Windesheim University of Applied Sciences
Associate professor; department of education
Joke Voogt, Windesheim University of Applied Sciences University of Amsterdam
Professor
Published
2017-06-09
How to Cite
Smits, A., & Voogt, J. (2017). Elements of satisfactory online asynchronous teacher behaviour in higher education. Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2929
Section
Articles