Because of the flexibility and options online courses provide, students are increasingly enrolling in university online courses. Online learning continues to lag face-to-face learning in measures of student satisfaction and success. Although the incorporation of research-based effective practices increases student satisfaction and success, they are inconsistently applied in online programs and courses. The purpose of this qualitative multi-case study was to examine barriers and motivators for the implementation of research-based effective practices. The study also investigated the perception of confidence levels online instructors have on the implementation of effective practices and the perceived influence professional development experiences. The theoretical framework used to design the study incorporated the Transformative Learning Theory, the Anderson Model of Online Learning, and the Self-Determination Theory of Online Learning. Data discussion of the findings would be beneficial to university leaders seeking to improve the quality of online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]