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Presentation slides for 2011 EERA meeting; Online Teaching: Recent Perceptions of Faculty at a Doctoral Research University

Presentation slides for 2011 EERA meeting; Online Teaching: Recent Perceptions of Faculty at a Doctoral Research University

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Transcript

  • 1. Online Teaching: Recent Perceptions of Faculty at aDoctoral Research University Charles B. Hodges, Ph.D. Department of Leadership, Technology, and Human Development
  • 2. Purpose• Gather information about faculty perceptions of online teaching• Gather potential support and training needs
  • 3. Context• Georgia Southern University• Doctoral Research University• ~20,000 students• 9 online masters degrees; DNP; 3 bachelor degree programs; 4 blended programs
  • 4. Participants• Center for Online Learning provided a list of all faculty members teaching online courses (n=160)• Contacted via email• 73 responded, 41 completed all forced- choice questions
  • 5. Participants• 48% FT-tenured, 38% FT-tenure-track• 63% female, 37% male• 75% had pedagogical training for teaching online• avg 4 years teaching online, avg 14.2 years teaching• avg age 49.9 years
  • 6. Instrument• Online Faculty Satisfaction Survey (Bolliger & Wasilik, 2009; Wasilik & Bolliger, 2009) • 28 forced-choice questions, alpha=.92• Open-ended questions• Demographics
  • 7. Results: Forced Response Highly Ranked Positive Perceptions • I appreciate that I can access my online course any time at my convenience • It is valuable to me that my students can access my course from anyplace in the world • The flexibility provided by the online environment is important to me • My students are very active in communicating with me regarding online course matters
  • 8. Results: Forced Response Highly Ranked Negative Perceptions• It takes longer for me to prepare for an online course on a weekly basis than for a face-to-face course• I incorporate fewer resources when teaching teaching an online course• I miss face-to-face contact with my students when teaching online• I have to be more creative in terms of the resources used for the online course• I have a higher workload when teaching an online course as compared to a traditional one
  • 9. Qualitative Analysis• Content Analysis (Merriam, 2009) • “simultaneous coding of raw data and the construction of categories that capture relevant characteristics of the document’s content” (p. 205)
  • 10. Results: Open-endedWhat do you like the most about teaching online? Convenience Flexibility Forced Planning Quality of Discussions
  • 11. Results: Open-endedWhat are your major frustrations about teaching online? Lack of personal interaction LMS Time (to develop, students expectations) Policies (Course ownership, Tech support, inflexible COL)
  • 12. Conclusion• Faculty love the flexibility of time and place of work• Faculty miss the personal interaction with students• Faculty perceive online teaching as more work than teaching traditional courses
  • 13. ReferencesBolliger, D. U., & Wasilik, O. (2009). Factors influencing facultysatisfaction with online teaching and learning in highereducation. Distance Education, 30(1), 103-116.Merriam, S. B. (2009). Qualitative research: A guide to designand implementation. San Francisco, CA: Jossey-Bass.Wasilik, O., & Bolliger, D. U. (2009). Faculty satisfaction in theonline environment: An institutional study. The Internet andHigher Education, 12(3-4), 173-178. doi:10.1016/j.iheduc.2009.05.001