Studying Faculty Perceptions of Rigor in Online College Courses--Compromising or Accommodating? A Literature Review
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| Title: | Studying Faculty Perceptions of Rigor in Online College Courses--Compromising or Accommodating? A Literature Review |
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| Language: | English |
| Authors: | Jennifer L. James, Olivia Miller, Karen Myers |
| Source: | Journal of Educators Online. 2026 23(1). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Online Courses, Difficulty Level, Electronic Learning, College Students, College Faculty, COVID-19, Pandemics, Teacher Attitudes, Nontraditional Students, Educational Change, Grading, Definitions |
| ISSN: | 1547-500X |
| Abstract: | A systematic literature review was conducted regarding faculty perceptions of rigor when teaching nontraditional, online university students. The PRISMA 2020 method was used to organize peer-reviewed literature published from 2018 to 2023. This literature review looks at: (a) faculty perception of online teaching rigor before, during, and after the COVID-19 pandemic; (b) faculty perception of rigor regarding course management; and (c) defining rigor for faculty who teach online. The literature review provides an overview of the current body of knowledge regarding faculty experiences in the online classroom and illustrates key moments in the online teaching dynamic that explain reasons for faculty perceptions of rigor. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499277 |
| Database: | ERIC |
| Abstract: | A systematic literature review was conducted regarding faculty perceptions of rigor when teaching nontraditional, online university students. The PRISMA 2020 method was used to organize peer-reviewed literature published from 2018 to 2023. This literature review looks at: (a) faculty perception of online teaching rigor before, during, and after the COVID-19 pandemic; (b) faculty perception of rigor regarding course management; and (c) defining rigor for faculty who teach online. The literature review provides an overview of the current body of knowledge regarding faculty experiences in the online classroom and illustrates key moments in the online teaching dynamic that explain reasons for faculty perceptions of rigor. |
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| ISSN: | 1547-500X |
