Faculty motivators and de-motivators for teaching online: Results of focus group interviews at one university

Document Type

Conference Proceeding

Publication Date

1-1-2007

Abstract

What are the most significant factors that motivate and inhibit faculty with regard to teaching in online environments? And what are the specific kinds of experiences that underlie and explain the importance of these factors? Exploring these questions through structured focus group discussions is the primary goal of this study. The second goal is to provide insight regarding how to engage and retain a larger number of faculty in online teaching. This paper describes the methods and results of a pilot study conducted using focus group interviews of faculty experienced in teaching using "Asynchronous Learning Networks" (ALN) at one university. Leading motivators are the flexibility allowed by being able to teach "anytime/anywhere;" better/more personal interaction and community building supported by the medium; the technical and creativity challenges offered by this mode of teaching; being able to reach more (and more diverse) students; and better course management. Major sources of dissatisfaction are more work, medium limitations, lack of adequate support and policies for teaching online, and the fact that the medium is not a good fit for some students. © 2007 IEEE.

Identifier

39749111261 (Scopus)

ISBN

[0769527558, 9780769527550]

Publication Title

Proceedings of the Annual Hawaii International Conference on System Sciences

External Full Text Location

https://doi.org/10.1109/HICSS.2007.226

ISSN

15301605

First Page

3

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