The authors incorporates qualitative research in educations so as to mitigate the issues circumventing around online trainings based on knew knowing patterns. The authors takes an approach of sociological perspective but showcases alterations in conceptualization of qualitative research resulting from feminist and post-structural thought.
The emphasis on technology and qualitative analysis software in qualitative research assist faculty stakeholders and learners in technology utilization as well as its efficient installation and incorporation which is beneficial to online training. However the outstanding issues in online training such as faculty compensation, faculty workload and faculty selection need to be addressed urgently.
Compensation and incentives are motivating factors to faculty and hence should be addressed based on course-load, incentives and perks and promotional (In Shattuck, 2014). The Faculty Workload is also a factor it determines the number of hours work and not how course count. This also incorporated class sizes. Another issue is the issue of Faculty Selection which is the driving force behind distance education program. There is need for proper selection of academically qualified faculty to deliver. This should consider academic review with increased technical and instructional skills. Computer proficiency should form the major benchmark for faculty selection as there is not automatic guarantee for those who have excelled in some fields to be good online