Faculty Demographics as Identifiers of Online Faculty Teaching Satisfaction and Motivation

Autor/in	Breittholz, Heather R.
Titel	Faculty Demographics as Identifiers of Online Faculty Teaching Satisfaction and Motivation
Quelle	(2018), (127 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Keiser University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-2860-8
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Barriers; Educational Technology; Technology Uses in Education; Teaching Methods; Teacher Motivation; Satisfaction; Teacher Characteristics; Teaching Experience; Employment Level; Academic Degrees; Technical Support; Teacher Attitudes; Technological Literacy; Self Efficacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Zufriedenheit; Beschäftigungsgrad; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Lehrerverhalten; Technisches Wissen; Self-efficacy; Selbstwirksamkeit
Abstract	The transition to online teaching was important since online learning was always expanding. There were many factors, such as timing of the transition, recourses available, and training, which could have impacted this transition from face-to-face teaching to online teaching. The problem and findings of this research helped the current and future faculty and administration by demonstrating the successes and struggles a faculty member might have had with online teaching. Educators and researchers alike might have benefitted from this study through an exploration of the variables hindering faculty engagement, motivation, and satisfaction. The identification of these barriers might have increased the willingness of some to transition to online teaching and might have supported instructors who were already doing so, thereby also improving the students' experience and retention. This study concluded that there was a statistically significant difference in online faculty job engagement, motivation, and satisfaction, based on certain demographics, like the number of years spent teaching, employment status, degree earned, technical support available, perceptions of online education, lack of technological intimidation, and self-efficacy. [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/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01