by Brian Mueller, et al; JOLT
Interrelated to the growth of online learning programs is the increasing reliance on adjunct faculty to teach these courses. This surge in the number of courses taught by adjunct faculty members has sparked debate concerning the relative effectiveness of adjunct versus full-time faculty. The current study examines student performance as a function being taught by either adjunct or full-time online faculty. Findings reveal a performance and satisfaction advantage for students in the course sections taught by full-time online faculty. Implications include the need for universities to examine faculty development, support, incentives, and community for online adjunct faculty in order to ensure excellence across all modes of instruction.
http://jolt.merlot.org/vol9no3/mueller_0913.htm
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