Over the last decade, increasing attention has been directed toward issues associated with instruction in the Web-based learning environment. A. G. Abdulla (2004), C. B. Blackerby (2002), T. E. Cyrs (1997), J. K. Simon (2002), E. C. Thach (1994), and P. E. Williams (2000) identified the competencies necessary to be an effective instructor teaching at a distance; however, these prior studies concentrated primarily on the contributions of managers and practitioners of distance education programs as the basis for defining instructor efficacy.

The primary purpose of this investigation was to distinguish further the competencies associated with effective online undergraduate faculty instruction as perceived by 2 informed constituent groups—practicing online faculty and online students—and to compare the findings to those of previously completed studies that centered on the singular views of these groups. This study employed a modified Delphi approach to investigate whether a consensus of perspectives could be established between the 2 distinct constituent groups.

An expert panel of informed online faculty and students from the distance education venue of a small, private business university located in the U.S. Midwest represented the 2 specified constituent groups. A consensus was identified concerning effective online teaching competencies as derived from a convergence of views from within the heterogeneous group of Web-based distance faculty and students. The combined group arrived at complete consensus; the panel members held three instructor competencies in the highest regard: (a) communication skills, (b) knowledge of content, and (c) interpersonal skills.

Recommendations support the need to incorporate the findings of this study into online staff development initiatives and to conduct further investigations on how the competencies can be sustained. The findings of the study will be disseminated through contribution to the professional literature and by presentation at industry-based conferences.