Online Higher Education: Faculty Satisfaction and Its Antecedents

Autor/inn/en	Stickney, Lisa T.; Bento, Regina F.; Aggarwal, Anil; Adlakha, Veena
Titel	Online Higher Education: Faculty Satisfaction and Its Antecedents
Quelle	In: Journal of Management Education, 43 (2019) 5, S.509-542 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562919845022
Schlagwörter	Online Courses; Teacher Attitudes; College Faculty; Job Satisfaction; Higher Education; Teaching Experience; Flexible Scheduling; School Policy; Technical Support; Family Work Relationship; Teacher Education; Institutional Characteristics; Usability; Technological Literacy; Teacher Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerverhalten; Fakultät; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Flexible working hours; Flexible Arbeitszeit; Schulpolitik; Lehrerausbildung; Lehrerbildung; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01