Bridges and barriers to teaching online college courses: A study of experienced online faculty in thirty-six colleges

Online Learning Journal

Volumn 11, Issue 2, 2019, Pages 73-128

  Shea, Peter ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

Compensation; Demotivators; Development; Faculty Participation; Faculty Satisfaction; Flexibility; Motivators; Policy; Practice

Indexed keywords

EID: 85115677698     PISSN: 24725749     EISSN: 24725730     Source Type: Journal    
DOI: 10.24059/OLJ.V11I2.1728     Document Type: Article

References (49)

1. The Condition of Education 2006. In: U.S. Department of Education, National Center for Education Statistics, NCES 2006-071, Washington, DC: U.S. Government Printing Office, 2006. http://nces.ed.gov/pubs2006/2006071.pdf.
2. Day, J. C. and E. C. Newburger. The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings. (Current Population Reports, Special Studies, P23-210). Washington, DC: Commerce Dept., Economics and Statistics Administration, Census Bureau, 2002. http://www.census.gov/prod/2002pubs/p23-210.pdf.
3. Hill, K., D. Hoffman and R. Rex. The value of higher education: Individual and societal benefits, 2005. http://wpcarey.asu.edu/seid/upload/Value%20Full%20Report_final_october%202005a.pdf.
4. Institute for Higher Education Policy. Reaping the Benefits: Defining the Public and Private Value of Going to College. The New Millennium Project on Higher Education Costs, Pricing, and Productivity, Washington, DC, 1998.
5. Rowley, L. L. and S. Hurtado. The Non-Monetary Benefits of an Undergraduate Education. University of Michigan: Center for the Study of Higher and Postsecondary Education, 2002.
6. Perry, W. Forms of Ethical and Intellectual Development in the College Years. San Francisco: Jossey-Bass, 1999.
7. Choy, S. Nontraditional Undergraduates. In: U.S. Department of Education, National Center for Education Statistics, NCES 2002–012, Washington, DC: U.S. Government Printing Office, 2002.
8. Distance Education at Degree-Granting Postsecondary Institutions: 2000–2001. U.S. Department of Education, National Center for Education Statistics, NCES 2003-017, Washington, DC: U.S. Government Printing Office, 2003.
9. Allen, I. E. and J. Seaman. Growing by Degrees: Online Education in the United States. Needham, MA: Sloan-C, 2005.
10. Bourne, J. Introductory remarks. Proceeding of the Sloan-C Summer Research Workshop. Needham, MA:Sloan-C, 2005.
11. Anderson, S. E. Understanding teacher change: Revisiting the concerns-based adoption model. Curriculum Inquiry 27(3): 331–367, 1997.
12. Cheung, D., J. Nattie and N. Davis. Reexamining the stages of concern questionnaire: A test of alternative models. The Journal of Educational Research, 94: 226–236, 2001.
13. Davis, F., R. Bagozzi and P. Warsaw. User acceptance of computer technology: A comparison of two theoretical models. Management Science 35(8): 982–1003, 1989.
14. Fuller, F. F. Concerns of teachers: A developmental conceptualization. American Education Research Journal 6: 207–226, 1969.
15. Hall, G. E., R. C. Wallace and W. A. Dossett. A Developmental Conceptualization of the Adoption Process Within Educational Institutions. Austin, TX: Research and Development Center for Teacher Education, The University of Texas, 1973.
16. Hall, G. E. and S. M. Hord. Change in Schools. Albany, NY: State University of New York Press, 1987.
17. Hall, G. E. and S. M. Hord. Implementing Change: Patterns, Principles, and Potholes. Needham Heights, MA: Allyn & Bacon, 2001.
18. st Ed. New York: Free Press, 1963.
19. th Ed. New York: Free Press, 2003.
20. Dziuban, C., P. Shea and J. Arbaugh. Faculty roles and satisfaction in ALNs. In: S. R. Hiltz and R. Goldman (Eds.), Learning Together Online: Research on Asynchronous Learning Networks, 169– 190. Mahway, NJ: Lawrence Elrbaum Associates, 2005.
21. Kashy, E., M. Thoennessen, G. Albertelli and Y. Tsai. Implementing a large on-campus ALN: Faculty perspective. Journal of Asynchronous Learning Networks 4(3): 231–244, 2000.
22. Hartman, J., C. Dzuiban and P. Moskal. Faculty satisfaction in ALNs: A dependent or independent variable. Journal of Asynchronous Learning Networks 4(3): 2000. http://www.sloan-c.org/publications/jaln/v4n3/v4n3_hartman.asp.
23. National Education Association. Focus on distance education. Update 7(2): March 2001, Washington, DC. http://www2.nea.org/he/heupdate/images/vol7no2.pdf.
24. Shea, P., E. Fredericksen, A. Pickett, W. Pelz and K. Swan. Measures of learning effectiveness in the SUNY Learning Network. In J. Bourne and J. C. Moore (Eds.), Online Education, Volume 2: Learning Effectiveness, Faculty Satisfaction, and Cost Effectiveness, 7–31. Needham, MA: Sloan-C, 2001.
25. Smith, L. Faculty satisfaction in LEEP. A web-based graduate degree program in library and information science. In J. Bourne and J. C. Moore (Eds.), Online Education, Volume 2: Learning Effectiveness, Faculty Satisfaction, and Cost Effectiveness, 87–108. Needham, MA: Sloan-C, 2001.
26. Swan, K., P. Shea, E. Fredericksen, A. Pickett, W. Pelz and G. Maher. Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research 23(4): 359–383, 2000.
27. Arbaugh, J. B. Virtual classroom characteristics and student satisfaction in internet-based MBA courses. Journal of Management Education 24: 32–54, 2000.
28. Hartman, J. L. and B. Truman-Davis. Factors relating to the satisfaction of faculty teaching online courses at the University of Central Florida. In J. Bourne and J. C. Moore (Eds.), Online Education, Volume 2: Learning Effectiveness, Faculty Satisfaction, and Cost Effectiveness. Needham, MA: Sloan-C, 2001.
29. Fredericksen, E., A. Pickett, W. Pelz, K. Swan and P. Shea. Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY Learning Network. Journal of Asynchronous Learning Networks 4(3): 245–278, 2000.
30. Rockwell, K., J. Schauer, S. M. Fritz and D. B. Marx. Incentives and obstacles influencing higher education faculty and administrators to teach. Online Journal of Distance Learning Administration 2(4): 1999. http://www.westga.edu/~distance/rockwell24.html.
31. Thompson, M. Faculty satisfaction in Penn States World Campus. In J. Bourne and J. C. Moore (Eds.), Online Education, Volume 2: Learning Effectiveness, Faculty Satisfaction, and Cost Effectiveness, 129–144. Needham, MA: Sloan-C, 2001.
32. Hislop, G. and M. Atwood. ALN teaching as routine faculty workload. Journal of Asynchronous Learning Networks 4(3): 2000. http://www.sloan-c.org/publications/jaln/v4n3/v4n3_hislop.asp.
33. National Education Association. A survey of traditional and distance learning higher education members. Washington DC, 2000.
34. Shea, P., W. Pelz, E. Fredericksen and A, Pickett. Online teaching as a catalyst for classroom-based instructional transformation. In J. Bourne and J. C. Moore (Eds.), Elements of Quality Online Education, 103–126. Needham, MA: Sloan-C, 2002.
35. Shea, P., E. Fredericksen, A. Pickett and W. Pelz. Faculty development, student satisfaction, and reported learning in the SUNY Learning Network. In T. Duffy and J. Kirkley (Eds.), Learner-centered Theory and Practice in Distance Education, 343–377. Mahway, NJ: Lawrence Elrbaum Associates, 2004.
36. Clay, M. Faculty attitudes toward distance education at the State University of West Georgia. University of West Georgia Distance Learning Report, 1999. http://www.westga.edu/~distance/attitudes.html.
37. Schifter, C. C. Faculty participation in asynchronous learning networks: A case study of motivating and inhibiting factors. Journal of Asynchronous Learning Networks 4(1): 15–22, 2000. http://www.sloan-c.org/publications/jaln/v4n1/v4n1_schifter.asp.
38. Betts, K. S. Factors influencing faculty participation in distance education in postsecondary education in the United States: An institutional study. Doctoral dissertation, The George Washington University, Dissertation Abstracts International: UMI, 1998.
39. Wolcott, L.L. Tenure, promotion, and distance education: Examining the culture of faculty rewards. The American Journal of Distance Education 11(2): 3–18, 1997.
40. Twigg, C. Who Owns Online Courses and Course Materials? Intellectual Property Policies for a New Learning Environment, 2001. http://www.thencat.org/Monographs/Mono2.pdf.
41. Werry, C. and M. Mowbray. Online Communities: Commerce Community Action, and the Virtual University. Upper Saddle River, NJ: Prentice Hall, 2001.
42. Chizmar, J. F. and D. B. Williams. What Do Faculty Want? EDUCAUSE Quarterly 24(1): 18–24, 2001.
43. Muilenburg, L. Y. and Z. L. Berge. Barriers to distance education: A factor-analytic study. The American Journal of Distance Education 15(2): 7–22, 2001.
44. Berge, Z. L. and L. Y. Muilenburg. Obstacles faced at various stages of capability regarding distance education in institutions of higher learning. Tech Trends 46(4): 40–45, 2001.
45. Berge, Z. L., L. Y. Muilenburg and J. V. Haneghan. Barriers to distance education and training: Survey results. The Quarterly Review of Distance Education 3(4): 409–418, 2002.
46. Hiltz, S.R., Kim, E. and Shea, P. Faculty Motivators and Demotivators for Teaching Online: Results of Focus Group Interviews at One University. Proceedings of the 40th Annual Hawaii International Conference on System Sciences, 2006.
47. Velleman, P. and L. Wilkinson. Nominal, ordinal, interval, and ratio typologies are misleading. The American Statistician 47(1): 65–72, 1993.
48. Larreamendy-Joerns, J. and G. Leinhardt. Going the distance with online education. Review of Educational Research 76(4): 567–605, 2006.
49. Kramarae, C. The third shift – women learning online. American Association of University Women, 2001.