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Dialogue Pedagogical Strategies Perceived to Enhance Online Interaction: Instructors' Perspective

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  • James Dogbey

    (Texas A&M University – Corpus Christi, Department of Mathematics and Statistics, Corpus Christi, TX, USA)

  • Alex Kumi-Yeboah

    (University at Albany, Department of Educational Theory and Practice, Albany NY, USA)

  • John Dogbey

    (Central Michigan University, Department of Economics, Mt. Pleasant, MI, USA)

Abstract

The advent and success of online academic programs in recent years have prompted many institutions of higher learning to increase the number of courses they offer online. As the number of online courses increases, however, so has a growing concern about the effectiveness of this instructional delivery method in adequately preparing students for further education and career aspirations. This study explored dialogue pedagogical strategies employed by instructors of online courses to enhance the quality of teaching and learning in the online environment. It also investigated challenges faced by instructors of online courses in their effort to maximize students' learning in this environment. Ten instructors of online courses participated in the study. The analysis identified instructors' presence, learning communities, instructional differentiation, and strict deadlines as dialogue factors that promote the quality of online teaching and learning. The response data also pointed to dialogue related three issues, namely: student issues; instructor issues; and technological issues that constrain students' learning in the online environment. Implications and recommendations for educators, instructors, and policymakers are provided.

Suggested Citation

  • James Dogbey & Alex Kumi-Yeboah & John Dogbey, 2017. "Dialogue Pedagogical Strategies Perceived to Enhance Online Interaction: Instructors' Perspective," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 7(3), pages 70-85, July.
    • Handle: RePEc:igg:jopcd0:v:7:y:2017:i:3:p:70-85
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