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dc.contributor.authorZhang, Jinsong
dc.contributor.authorWalls, Richard T.
dc.contributor.departmentStevenson University Onlineen_US
dc.date.accessioned2017-09-27T20:26:24Z
dc.date.available2017-09-27T20:26:24Z
dc.date.issued2006
dc.description.abstractThis study explored online instructors' perceptions of their implementation of Chickering and Gamson's Seven Principles and the factors that influenced instructors' implementations. Results reveal that endorsement of the seven principles by online instructors varied significantly from one principle to another. The least-endorsed of the principles was encourage cooperation among students, and the most endorsed was communicate high expectations. Instructional strategies and technology features positively influenced implementations of the Seven Principles, while time and distance negatively influenced the implementations. Significantly more implementation of the encourage active learning principle occurred for participants teaching courses in humanities than for those teaching science and technology. [ABSTRACT FROM AUTHOR]en_US
dc.description.urihttps://ezproxy.stevenson.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=23965564&site=eds-live&scope=siteen_US
dc.format.extent12 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/M2KH0F04D
dc.identifier.citationZhang, J., & Walls, R. T. (2006). Instructors' self-perceived pedagogical principle implementation in the online environment. (Undetermined). Quarterly Review Of Distance Education, 7(4), 413-450.en_US
dc.identifier.issn1528-3518
dc.identifier.urihttp://hdl.handle.net/11603/5656
dc.language.isoen_USen_US
dc.publisherQuarterly Review of Distance Education.en_US
dc.titleInstructors' Self-Perceived Pedagogical Principle Implementation in the Online Environment.en_US
dc.typeTexten_US


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