Faculty Motivators and De-motivators for Teaching Online: Results of Focus Group Interviews at One University
2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07) (2007)
Big Island, Hawaii
Jan. 3, 2007 to Jan. 6, 2007
Starr Roxanne Hiltz , New Jersey Institute of Technology
Eunhee Kim , Northern State University
Peter Shea , University at Albany State University of New York
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.
E. Kim, S. R. Hiltz and P. Shea, "Faculty Motivators and De-motivators for Teaching Online: Results of Focus Group Interviews at One University," 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07)(HICSS), Big Island, Hawaii, 2007, pp. 3c.