This research provides a multi-dimensional case study of the online
teaching persona of four successful undergraduate college professors.
The literature presents mounting evidence of the growth and momentum of
the online college education. Also, the literature presents evidence
that multiple resources become necessary if best practices and
strategies are to be successfully integrated into online courses. The
research has found that a persona change occurs when the faculty member
transitions from the face-to-face to the online classroom. Utilizing
this foundation, this study adds to the literature and clarifies the
online teaching persona, incorporated characteristics, and strategies
used by four successful undergraduate professors in a large university
setting in the southern United States.