Scholars Jennifer L. James, Karen Myers, and Olivia Miller examined peer-reviewed literature published between 2018 and 2023 to map how instructors perceive their own roles in digital classrooms. Using the PRISMA 2020 methodology, the study reveals that faculty views on effectiveness remain divided, with experiences ranging from seamless technological integration to significant workload burdens.
In section Releases
Redefining Academic Rigor in Online Higher Education
Conflict in how faculty define academic rigor creates a gap in online instruction for nontraditional students. A new literature review from the University of Phoenix challenges the assumption that rigor is merely a measure of course difficulty, arguing instead that it relies on institutional support and deliberate design.
Lead author Jennifer L. James suggests that rigor should not be a binary choice between academic standards and student accommodation. Instead, the research highlights five critical themes: teacher comfort with technology, the perceived effectiveness of remote learning, institutional support systems, the inherent flexibility of the medium, and the long-term evolution of online pedagogy. As institutions navigate the post-pandemic landscape, the authors contend that clear expectations and professional development are the primary drivers for balancing academic integrity with student accessibility.
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