Drawing on several strands of literature, this study develops a comprehensive survey that systematically collects information on online college instructors’ use of instructional practices that the literature suggests are promising in promoting interactions in an online setting, as well as instructors’ perceptions of online education. We administer the survey to all online instructors at a large community college and examine how reported frequency of interaction-oriented instructional practices may cluster to form meaningful groups of instructors. K-means cluster analysis distinguishes between two profiles of instructors–a high-practice user group and a low-practice user group. The high-practice user profile is predicted by more teaching experience, greater self-efficacy for using learning management systems, and greater perceived benefits of online learning for students. The findings have several implications for future research examining pedagogical behavior, as well as the design of professional development activities aimed at enhancing the use of effective online instructional practices among college instructors.
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