Online Teaching: Perceptions of Faculty at a Research University

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Author(s): Charles B. Hodges (Georgia Southern University, USA), Raleigh Way (Georgia Southern University, USA)and Sonya S. Shepherd (Georgia Southern University, USA)
Copyright: 2013
Pages: 11
Source title: Advancing Library Education: Technological Innovation and Instructional Design
Source Author(s)/Editor(s): Ari Sigal (Catawba Valley Community College, USA)
DOI: 10.4018/978-1-4666-3688-0.ch002

Keywords: Educational Technologies / Information Science Reference / Library & Information Science / Library Information Systems

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Abstract

This chapter includes a report of a study conducted to investigate the perceptions of faculty teaching online at a doctoral research university in the southeast United States. Research literature regarding faculty satisfaction with online learning is summarized. Quantitative and qualitative methods were used to analyze the results of an online survey administered in the Spring of 2010. Major findings are that faculty enjoy the convenience and flexible scheduling that teaching online offers them and their students but consider teaching online to more labor-intensive compared to teaching face-to-face courses. Faculty expressed the need for reliable and current technology for online teaching, improved technical support and training, and clear institutional policies regarding online teaching and developing online courses. Methods for improving faculty satisfaction with online teaching are suggested, which include collaborating with academic librarians to enhance the online teaching and learning experience.

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Online Teaching: Perceptions of Faculty at a Research University

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