Differences in Nursing Faculty Satisfaction Teaching Online: A Comparative Descriptive Study

Abstract

Results offer valuable evidence that support services are important to increase overall faculty satisfaction teaching online. [J Nurs Educ. 2018;57(9):536-543.].

Educators’ emotions involved in the transition to online teaching in higher education

“…So I think the university needs to recognise if they want us to be on top of these things and institute a really world class online learningthey really need to have a look at how they measure what we do because there's a whole heap of stuff that we do that's not measured. P15Consistent with Howe et al's (2018) findings, HE educators in this study made mention of the release time needed to learn the technology's capabilities. Additionally, HE educators wanted more opportunities to simulate the online experience in order to troubleshoot before students had access.…”

“…We had funding … time to really develop it and get together as a team and talk about what we were doing and share resources … we had a plan that was based on the literature about what was required onlineread something, see something and listen to something, have engagement with the students … [but] it didn't mean that there wasn't any hiccups. P9These educators felt supported and motivated by working in teams, where educators could mentor each other, set goals and timelines, share learning, skills and strategies, and this eased transition (Downing & Dyment, 2013;Howe et al, 2018).…”

“…This implies the need for HE educators to have ownership of the pedagogy, technology and the content in courses they develop. In addition, Howe et al (2018) reported institutional satisfaction was significantly higher for educators who received mentoring, release time, technical support and training for software and hardware, than those that did not. Downing and Dyment (2013) found individualised 'at the elbow' technology support was most valued, followed by self-directed professional development and least useful was formal institution-wide workshops.…”

“…More specifically, emotions are known to influence educators' well-being, job satisfaction, burnout risk and retention, and their emotional bonds with students influence their decisions about teaching strategies, curriculum selection and lesson planning (Bennett, 2014;Hagenauer & Volet, 2014). Adding to this is the growing and well-documented trend towards online study in HE (Gazza, 2017;Han et al, 2019;Howe et al, 2018;Ouyang & Scharber, 2017). Indeed, the recent impact of COVID-19 has propelled the HE sectors into obligatory online delivery overnight.…”

“…Past research concerned with online teaching has focused on students' experiences (Brown, 2016); implementation of technology (Gazza, 2017: Han et al, 2019Howe et al, 2018); and the facilitation of online learning communities (Ouyang & Scharber, 2017). However, less is known about the impact of teaching online for HE educators and even less is known about HE educators' emotional responses to online teaching.…”