Online Learning: Demotivators and Motivators of Faculty Online Teaching Participation

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Author(s): Thomas G. Reio (Jr., Florida International University, USA)and Cyntianna C. Ledesma Ortega (Florida International University, USA)
Copyright: 2013
Pages: 15
Source title: Handbook of Research on Teaching and Learning in K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-4249-2.ch027

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Online education continues to grow appreciably to meet both institutional needs for short- and long-term viability and student personal and professional needs for flexible delivery of course offerings. Faculty remains decidedly ambivalent, however, about the legitimacy of online course offerings. This doubt emerges from perceptions of: increased workloads as compared to face-to-face courses, inadequate compensation, lack of a fair reward system for promotion and tenure, and online course inferiority as a means of fostering optimal learning. After being identified through a structured review of recent empirical research, demotivators (e.g., questionable learning outcomes) and motivators (e.g., opportunity for personal growth) of faculty online teaching participation are examined through the lens of self-determination theory. Recommendations such as providing increased support are put forward to increase the likelihood of faculty online teaching.

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Online Learning: Demotivators and Motivators of Faculty Online Teaching Participation

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