scholarly journals Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the SUNY Learning Network

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Eric Fredericksen ◽  
Alexandra Pickett ◽  
Peter Shea ◽  
William Pelz ◽  
Karen Swan
Keyword(s):  
New York ◽  
Faculty Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
New York State ◽  
Faculty Satisfaction ◽  
Instructional Program ◽  
Theory And Practice ◽  
Learning Network

The State University of New York (SUNY) Learning Network (SLN) is the online instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support.This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment.The second section examines issues that contribute to on-line teaching satisfaction from a faculty-development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned.The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with online teaching and offers recommendations for course and program design based on these factors.The fourth section examines faculty satisfaction at the level of individual institutions with examples from specific courses. This section will introduce the reader to local implementation of SLN courses at two college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective.

scholarly journals Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Eric Fredericksen ◽  
Alexandra Pickett ◽  
Peter Shea ◽  
William Pelz ◽  
Karen Swan
Keyword(s):  
New York ◽  
Faculty Development ◽  
Online Teaching ◽  
Course Design ◽  
New York State ◽  
Faculty Satisfaction ◽  
Instructional Program ◽  
Theory And Practice ◽  
Learning Network ◽  
On Line

The State University of New York (SUNY) Learning Network (SLN) is the online instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support.This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment.The second section examines issues that contribute to on-line teaching satisfaction from a faculty-development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned.The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with online teaching and offers recommendations for course and program design based on these factors.The fourth section examines faculty satisfaction at the level of individual institutions with examples from specific courses. This section will introduce the reader to local implementation of SLN courses at two college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

scholarly journals Evaluating Dental Faculty’s Perspective regarding Emergency Introduction of Online Teaching and Learning: Early Experience during COVID-19 Lockdown in United States

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Aman Gupta ◽  
Ana Janic ◽  
Joshua Thomson
Keyword(s):  
New York ◽  
Student Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Impact ◽  
Teaching Experience ◽  
Exact Test ◽  
Holistic Understanding ◽  
Age Range

Objectives. The March 2020 lockdown mandated institution closures and forced educators to provide remote instruction. We intended to gain an in-depth and holistic understanding of dental faculty’s experience and perceptions during this mandatory shift. Insights were gathered in 6 key areas: prior remote instruction experience; magnitude of transition and frequency of instruction methods used; training received; preferred teaching methods based on how they promote student learning, interaction, engagement, and performance; social impact; and future of teaching. Methods. An anonymous QualtricsXM survey was distributed to all dental faculties at University of Detroit Mercy in May 2020. Data was collected over a three-week period and analyzed using Statistical Package for the Social Sciences (SPSS) Statistics 26 (IBM; Armonk, New York, USA). Pearson chi-squared test and Fisher’s exact test were used to evaluate categorical data. Results. Out of the 30 participants who transitioned to online remote instruction, 16 (53.3%) reported an age between 30 and 49 years and 14 (46.7%) reported ≥50 years of age. Our analysis revealed that faculty in 30–49-year age range had no prior online synchronous teaching experience. The transition was described as interesting, useful, time-consuming, and challenging. In-person live teaching received highest number of first place rankings (50%), and online asynchronous method received highest number of last place rankings (42.86%). Faculties in >50 year age range expressed maximum satisfaction with online small-group discussions, and those in 30–49 years age group were more satisfied with one-on-one online discussion. Conclusion. Our study finds that the faculty tends to gravitate to online methods that are similar to or mimic their past in-person teaching environment. Forced remote instruction gave new content delivery experiences to faculties of all ranges of age and experience in teaching. This exposure is likely to result in a more widespread adoption of a variety of instructional methods in future. Our study strongly suggests that traditional in-person instruction is the preferred method for delivery of content and is likely better for student learning. Majority of the faculties believed that the future of dental education would be a mix of both in-class and online instruction. In summer and fall 2021, our institution adopted hybrid, flexible models for didactic instruction to allow students the opportunity to digest content in their preferred method. Careful planning and systematic, continued training will be required to enhance technological skills and to incorporate newer models into didactic and clinical instruction. For the success of blended learning, courses will need redesigning of assessment methods, commitment, and support from administrators.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

Opportunities and Challenges of Connections, Trust, Diversity, and Conflict for Motivation, Volition, and Engagement in Online Learning

2021 ◽  
pp. 49-67
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Assessment Practices ◽  
Design Assessment ◽  
Assessment And Evaluation ◽  
Computer Monitors ◽  
Teaching Learning ◽  
Online Facilitation

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.

Sign in / Sign up

Export Citation Format

Share Document