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Faculty satisfaction is an essential component in an online teaching and learning environment. The researchers of the current quantitative study identified factors that influence online instructors’ satisfaction at 10 different four-year public and private higher education institutions in the state of Ohio. The researchers also validated the modified OFSS-R survey (Blundell, 2015) within the study. The participants (N = 382), were faculty members who taught fully online at the 10 institutions. Results of the study revealed that instructor satisfaction was influenced by three main factors: (1) the instructor-student interaction; (2) the role of technology; and (3) the institutional support. Study results also revealed that the OFSS-R survey is valid and reliable measurement of perceived faculty satisfaction in a fully online environment.

This study investigated the differences in levels of achievement when learning the preterite and imperfect aspects in Spanish, at the recognition and production levels, between students who used instruction with video/photo blogs and wikis, compared to those who used instruction with traditional text‐based technologies. Results revealed that there were no significant differences at the production level between the students who used video/photo blog and wiki technologies vs. those who used traditional technologies. However, significant differences were found at the recognition level for the group that used video/photo blogs and wikis when compared with those who used traditional technologies. General mean results revealed that the groups using video/photo blogs and wikis outperformed those who used traditional technologies.

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