One must know the standards they will be held to in order to verify faculty appropriateness.

Focusing only on quantitative metrics can take away from what really matters in the online environment.  Instructors may become too aware of making a certain number of posts or characters and less concerned with what will make the class successful.

One must consider where the faculty member resides as employment laws vary from state to state.

I learned that there can be advantages to utilizing adjunct, part-time instructors as long as it is done carefully and with alignment to the program's mission.  Adjunct instructors may be able to provide valuable "real-world" insights both for the students and for the program as it reviews its own curriculum.

Comment on Ramiro Onate's post: I would have a 1 on 1 official conference with the student and explore the reasons why he is unwilling to adhere to the rules.  Troubleshoot alternatives...if a conversation is necessary due to a true family emergency, then step out of the room.  If the student has issues with paying attention, holding a "fidget toy" or (better) taking notes during class can be helpful to give them something to do.

That said, it needs to be clear that the current behavior cannot continue.  It helps if you have a catalog or handbook that outlines… >>>

I have taken time to reflect on what it will take to implement a flipped classroom in my situation.  One of the challenges is that I must cover a great deal of content which is new to the learners and difficult to master.  It will take a great deal of preparation so that I can effectively convey to the student how the flipped classroom will work.  Without effort on the part of the student, the flipped classroom will not be effective.

A flipped classroom is not just about the lectures which are pre-recorded.  The flipped classroom is student centered, and needs to focus on the learning process.  Flipping the classroom gives the instructor time that they would not have otherwise had to reinforce and help the students learn difficult concepts.

I like how utilizing a flipped classroom enables the instructor to move students up the levels of Bloom's taxonomy.  I have encountered many students who primarily memorize information, but struggle to apply and analyze the information for greater critical thinking.  I am hoping that the implementation of a flipped classroom will help me to assist them in achieving better quality learning.

I have heard of flipped classrooms before and known other instructors who have attempted this method.  The biggest challenge I have seen, which is mentioned here, is that students are resistant to taking the responsibility for their own learning.  I hope that I can implement a flipped classroom in a way that helps the students to see the benefits and feel fully supported.