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Author=Jody Oomen Early

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Jody Oomen-Early, Texas Woman's University, USA

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Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness With the Instructor?
International Journal on E-Learning (IJEL) 7:3 , July 2008

Tara Gallien, Northwestern State University, USA; Jody Oomen-Early, Texas Woman's University, USA

The demand for online learning has never been greater. For faculty, teaching in the virtual classroom requires a new set of skills and practices. Online instructors must prepare for the increased written communication demands that accompany online...

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Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction
International Journal on E-Learning (IJEL) 8:2 , April 2009

Jody Oomen-Early & Lynda Murphy, Texas Woman's University, USA

Much has been written about why university faculty choose to refrain or participate in online instruction (Beaudoin, 1990; Bower, 2001; Clark, 1993; Dillon & Walsh, 1992; McKenzie, 2000; McKinnon, 1998; Paulson, 2002; Rockwell, Scheuer, Fritz, &...

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