What Motivates Exemplary Online Teachers? A Multiple-Case Study

Baran, Evrim; Correia, Ana‐Paula

doi:10.1007/978-3-319-17727-4_33-1

Cited by 3 publications

(2 citation statements)

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“…Instructor-related factors are fundamental aspects in the CoI or Community of Inquiry framework (Garrison, Anderson, & Archer, 2000), where teaching presence influences the learning, motivation, and satisfaction of online students, through constructs that include social presence, cognitive presence, and psychological capital (Daspit et al, 2015). The literature on the importance of the faculty role in online education has led to a growing number of studies about the impact of faculty satisfaction on student learning and student satisfaction in university online education (Al Ghamdi, Samarji, & Watt, 2016; Al-Samarraie, Teng, Alzahrani, & Alalwan, 2017; Baran & Correia, 2016; Bolliger et al, 2014; Eom & Ashill, 2016; Eom, Wen, & Ashill, 2006; Hoekstra, 2014; Margalina et al, 2015; Rohland-Heinrich, 2016; Wingo et al, 2017).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Online Higher Education: Faculty Satisfaction and Its Antecedents

Stickney

Bento

Aggarwal

et al. 2019

Journal of Management Education

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The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Online Higher Education: Faculty Satisfaction and Its Antecedents

Stickney

Bento

Aggarwal

et al. 2019

Journal of Management Education

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show abstract

“…), as well as extrinsic motives for engaging in online education, like salary, professional pedagogical development, the adequacy of the ICT equipment, responding to needs of untraditional students, etc. (Baran and Correia, 2016). Strategic international, national, and institutional documents also comprise an important extrinsic factor, according to which online international collaboration should be included in university pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Online International Learning at Slovene Higher Education Institutions

Aškerc Zadravec

2023

AIJJS

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Online learning has become a widely spread form of education, which has expanded even further with the outbreak of the Covid-19 epidemic. In this article, various approaches and definitions of terminology are discussed in the context of online international learning in relation to available information-communication technology (ICT) at Slovene higher education institutions, wherein the article places the online international learning activities in the context of internationalised curriculum. Results of the survey, which was performed just before the outbreak of the Covid-19 epidemic, in which 1,367 academics from all Slovenian higher education institutions, are presented in the article. It was found out that there are statistically significant differences among academics from different Slovene higher education institutions in terms of how often they implement international online learning with foreign institutions and how satisfied are the academics with the adequacy of ICT equipment and support at their home institution for the implementation of such international forms of online learning.

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