As the number of online courses has increased, so too has the need for faculty development. In this article, the authors address the issue of instructor presence in online discussions. After developing and validating a taxonomy of types of instructor postings, they surveyed experienced online instructors and school administrators and developed a set of expectations with respect to the type and number of feedback messages that learners could expect during a course. Finally, they analyzed how well four graduate online business courses met the set of expectations. The results of this comparison provide a powerful tool for stimulating discussion in a faculty development course regarding the role of the instructor in online discussions.
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Blignaut et al. (2003) studied this question.
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