The Impact of Faculty Interaction on E-Learning at U21Global – Some Preliminary Evidence

Abstract

The last decade has witnessed e-learning evolving as a major force in higher education. The role of faculty in e-learning is often debated. This paper reports the findings of a pilot study about the role of faculty interaction in a pedagogically rich environment, grounded in a constructivist model of learning. The findings of this study suggest that faculty interaction adds value to learner satisfaction, reduces student withdrawals in the first few weeks of a section, and finally, may also positively impact actual learning outcomes, particularly in qualitative subjects.

Keywords: E-Learning, Online education, Faculty interaction, Student satisfaction, Learning outcomes, U21Global