The purpose of this quantitative study was to discover how four universally recognized best practices in online pedagogy affected teaching evaluation scores in online graduate courses. The four best practices in online pedagogy are: Course Organization and Presentation, Learning Objectives and Assessments, Instructor-Student Interpersonal Interaction, and the Appropriate Use of Video or Multimedia. The researcher modified these best practices from the Jaggars and Xu (2016) Online Course Quality Rubric. The study utilized Dr. Michael G. Moore’s (1973) theory of transactional distance to understand the relationship between teaching evaluation scores and transactional distance. University instructional designers assessed and rated how well the researcher incorporated the best practices and awarded each course a transactional distance score (TDS). The researcher used a Pearson’s correlation analysis to measure the strength of the relationship between teaching evaluation scores and TDS. A thorough literature review revealed a gap in research related to how best practices in online pedagogy affected teaching evaluation scores in online graduate courses. This research study added to the body of knowledge about the gap within the existing literature.
","abstract_html":"<p>The purpose of this quantitative study was to discover how four universally recognized best practices in online pedagogy affected teaching evaluation scores in online graduate courses. The four best practices in online pedagogy are: <em>Course Organization and Presentation, Learning Objectives and Assessments, Instructor-Student Interpersonal Interaction</em>, and the <em>Appropriate Use of Video or Multimedia</em>. The researcher modified these best practices from the Jaggars and Xu (2016) <em>Online Course Quality Rubric</em>. The study utilized Dr. Michael G. Moore’s (1973) theory of transactional distance to understand the relationship between teaching evaluation scores and transactional distance. University instructional designers assessed and rated how well the researcher incorporated the best practices and awarded each course a transactional distance score (TDS). The researcher used a Pearson’s correlation analysis to measure the strength of the relationship between teaching evaluation scores and TDS. A thorough literature review revealed a gap in research related to how best practices in online pedagogy affected teaching evaluation scores in online graduate courses. This research study added to the body of knowledge about the gap within the existing literature.</p>","abstract_has_math":false,"creators":["Angrove, William"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Marylin Newell","Carol Burbank","Jaimie Hebert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-08-01T07:00:00Z","date_published":"2016-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Transactional Distance","Distance Education","Online Pedagogy Best Practices","Course Organization and Presentation","Learning Objectives and Assessments","Instructor-Student Interpersonal Interaction","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/73","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Marylin Newell","Carol Burbank","Jaimie Hebert"]},{"key":"dc:creator","label":"Author","values":["Angrove, William"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Transactional Distance","Distance Education","Online Pedagogy Best Practices","Course Organization and Presentation","Learning Objectives and Assessments","Instructor-Student Interpersonal Interaction","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/73"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to discover how four universally recognized best practices in online pedagogy affected teaching evaluation scores in online graduate courses. The four best practices in online pedagogy are: Course Organization and Presentation, Learning Objectives and Assessments, Instructor-Student Interpersonal Interaction, and the Appropriate Use of Video or Multimedia. The researcher modified these best practices from the Jaggars and Xu (2016) Online Course Quality Rubric. The study utilized Dr. Michael G. Moore’s (1973) theory of transactional distance to understand the relationship between teaching evaluation scores and transactional distance. University instructional designers assessed and rated how well the researcher incorporated the best practices and awarded each course a transactional distance score (TDS). The researcher used a Pearson’s correlation analysis to measure the strength of the relationship between teaching evaluation scores and TDS. A thorough literature review revealed a gap in research related to how best practices in online pedagogy affected teaching evaluation scores in online graduate courses. This research study added to the body of knowledge about the gap within the existing literature.
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