Higher education faculty satisfaction with online teaching

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dc.contributor.advisorResta, Paul E.en
dc.creatorHeilman, Joanne G., 1954-en
dc.date.accessioned2008-08-29T00:11:02Zen
dc.date.accessioned2017-05-11T22:19:10Z
dc.date.available2008-08-29T00:11:02Zen
dc.date.available2017-05-11T22:19:10Z
dc.date.issued2007-12en
dc.description.abstractThis research explored 19 higher education faculty members' perceptions of satisfaction with their online teaching work, identified elements that enhance or inhibit these higher education faculty members' online teaching satisfaction, and provided a theoretical framework, higher education faculty online teaching satisfaction a conceptual model, to understand the relationship among these elements. The study participants represented eight different university campuses, three academic disciplines, and 10 online programs. Data was collected from multiple sources including an online background questionnaire, semi-structured interviews, and public documents. Data was analyzed using the procedures for developing constructivist grounded theory proposed by Charmaz (2006). The researcher posits that the individual context component in this conceptual model affects, and is affected by the work context component as follows, online teaching work-related experiences are subjectively interpreted by individuals and groups of individuals, i.e., work-related perceptions, which affect, and are affected by individual(s) socially constructed and subjective interpretations of their online teaching work, i.e., individual(s) interpretations of work circumstances. The work-related perceptions and individual interpretations of the online teaching work circumstances reciprocally interact with each other, affecting and being affected by the first two components, individual context and work context, which also reciprocally interact and affect, and are affected by the faculty member(s) affective and cognitive evaluations of their online teaching work. These affective and cognitive evaluations result in a continuum of online teaching satisfaction. The resulting continuum of online teaching satisfaction can reciprocally affect, and be affected by any or all of the previously mentioned components of the conceptual model of this research.en
dc.description.departmentCurriculum and Instructionen
dc.format.mediumelectronicen
dc.identifier.oclc221331127en
dc.identifier.urihttp://hdl.handle.net/2152/3796en
dc.language.isoengen
dc.rightsCopyright © is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshWeb-based instructionen
dc.subject.lcshInternet in higher educationen
dc.subject.lcshDistance education--Computer-assisted instructionen
dc.subject.lcshCollege teaching--Aids and devices--Evaluationen
dc.subject.lcshUniversities and colleges--Faculty--Attitudes--Case studiesen
dc.titleHigher education faculty satisfaction with online teachingen
dc.type.genreThesisen

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