| The purposes of this study were to investigate whether a relationship existed between community college faculty assessment of online course interactivity level and student success and to determine whether instructional support affected online course interactivity level. The study utilized an online survey to collect information from community college faculty teaching at least one online course during Spring 2007. Data gathered included the instructor's age, gender, employment status, educational preparation, higher education and online teaching experience, academic discipline, and professional development in online instruction. Additionally, information was collected regarding assistance in developing the online courses being taught during Spring 2007. The faculty members were requested to select a single course being instructed during Spring 2007, to complete an assessment tool rating the interactivity level of the course, and to provide the number of students enrolled and passing the course.;A significant moderately positive correlation was found between student success and online course interactivity level using Pearson's correlation coefficient. The Kruskal-Wallis test was used to analyze group differences for online course interactivity level and (a) professional development and (b) academic discipline. No significant difference was found for professional development. A significant difference was found for academic discipline, but post hoc analysis did not determine the specific disciplines involved.;Analysis of variance (ANOVA) was utilized to analyze group differences for online course interactivity level and (a) age, (b) gender, (c) employment status, (d) educational preparation, and (e) online teaching experience. No significant differences were found for these groups. ANOVA was also used to analyze group differences for online course interactivity level and (a) higher education teaching experience and (b) utilization of instructional designers in online course development. No significant difference was found between groups for number of years taught full time. A significant difference was found between groups for the number of years taught part time. Post hoc analysis did not determine the specific groups involved. A significant difference was found between groups for faculty who were assisted by instructional designers. |
