Determining Satisfaction: A Phenomenology of College-Level Distance-Learning Teachers

Autor/in	Odell, Thomas
Titel	Determining Satisfaction: A Phenomenology of College-Level Distance-Learning Teachers
Quelle	(2020), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-2525-1
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Distance Education; College Faculty; Online Courses; Job Satisfaction; Time; Teacher Student Relationship; Teacher Education; Educational Technology; Technology Uses in Education; Teaching Conditions; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Fakultät; Online course; Online-Kurs; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Zeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten
Abstract	In the field of higher education, distance-learning programs are at the forefront of practice and are experiencing massive growth. Accordingly, there has been a large body of research and scholarship produced that pertains to distance-learning and different aspects and factors of this area of pedagogy. Much of this research has focused on the benefits that students experience from participating in distance-learning, how distance-learning programs can work for students of all personality and learning types, and the satisfaction levels of students in distance-learning programs. However, there has been considerably less research and scholarship that examines the impact that teaching in a distance-learning program has on the faculty who provide instruction in these learning environments. The purpose of this qualitative phenomenological study was to examine the factors which college-level distance-learning teachers identified as being important to influencing their satisfaction levels with teaching online. The participants were 12 college-level distance-learning teachers from three different higher educational institutions and data were collected from interviews with these 12 teachers. The data collected led to findings that shed light on the factors which influence the satisfaction levels of distance-learning teachers, such as time flexibility, feelings of connection to their students and, feeling adequately trained and supported in the use of the technological applications used to create virtual learning environments. The findings of this study led to recommendations such as allowing distance-learning teachers to only work in a distance-learning environment, giving teachers more say in their course loads and making teaching assignments based on areas of teacher preference and strength. It is also recommended that further research into distance-learning teachers and their thoughts, perceptions, experiences and satisfaction levels be conducted. [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	2024/1/01