A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning

Abstract

Faculty satisfaction is an essential component in an online teaching and learning environment. The researchers of the current quantitative study identified factors that influence online instructors’ satisfaction at 10 different four-year public and private higher education institutions in the state of Ohio. The researchers also validated the modified OFSS-R survey (Blundell, 2015) within the study. The participants (N = 382), were faculty members who taught fully online at the 10 institutions. Results of the study revealed that instructor satisfaction was influenced by three main factors: (1) the instructor-student interaction; (2) the role of technology; and (3) the institutional support. Study results also revealed that the OFSS-R survey is valid and reliable measurement of perceived faculty satisfaction in a fully online environment.

Impact of instructors’ online teaching readiness on satisfaction in the emergency online teaching context

“…Technological readiness refers to instructors’ knowledge and skills related to computer systems, educational software, and learning platforms (Bolliger & Halupa, 2021 ). Previous researchers have found that instructors with greater technological readiness are more willing to adopt online teaching (Fathema et al, 2015 ) and more satisfied with it (Blundell et al, 2020 ). Correspondingly, teachers with higher technological competence showed more satisfaction with online teaching during the COVID-19 EOT period (Masry-Herzalah & Dor-Haim, 2022 ).…”

An exploration of technology acceptance among nursing faculty teaching online for the first time at the onset of the COVID-19 pandemic

“…In order for online programs to be successful, faculty must be supportive and “buy-in” to the ideas and vision shared by academic leadership programs ( Blundell et al, 2020 ; Walters et al, 2017 ). As online programs in the area of nursing education continue to increase, it is important to understand barriers identified by faculty who may have previously been resistant to teaching online.…”

“…While the TAM and the TAM2 have been applied to a variety of areas in higher education, there are few studies that have focused on the TAM as it relates to teaching online in the area of higher education ( Alsofyani, Aris, Eynon, & Majid, 2012 ; Gibson, Harris, & Colaric, 2008 ; Huang, Deggs, Jabor, & Machtmes, 2011 ), and even fewer that have explored the TAM or the TAM2 as it relates to faculty in nursing education ( Tacy, 2018 ). Factors related to technology acceptance among nursing faculty is an important concept to study because online nursing programs continue to increase, and faculty cooperation is essential to the success of these programs ( Blundell, Castaneda, & Lee, 2020 ; Walters, Grover, Turner, & Alexander, 2017 ). Furthermore, faculty in the area of higher education were compelled to teach online during the COVID-19 pandemic despite any previous resistance they may have had to this modality.…”

Online Learning Engagement Among Music Education Students: A Case Study of Zhengzhou Normal University, China

“…The answers to those questions are considerably helpful for relevant parties to understand students' online learning situation. After understanding the situation, for college students, they can adjust their learning status; for parents, they can improve the learning environment to a large extent and offer psychological support to their children; for college students, they need to optimize the online learning process and enhance their learning efficiency during home study sessions (Blundell et al, 2020;Heo et al, 2021). It also provides a reference for the innovation of mixed teaching models for music education undergraduates after they return to school and resume their studies.…”