Factors That Motivate and Deter Rehabilitation Educators From Participating in Distance Education

Abstract

The major purpose of the study was to conduct exploratory research on the motivational levels of rehabilitation educators whose programs have Comprehensive Service Personnel Development (CSPD; Department of Education grant) grants targeted toward distance education. Additionally, the study attempted to identify whether significant factors existed that would inhibit faculty participation in distance education. There were three research questions to examine: (a) Do distance educators and non-distance educators differ significantly in intrinsic motivational factors? (b) Do distance educators and non-distance educators differ significantly in extrinsic motivational factors? and (c) Do distance educators and non-distance educators differ significantly in inhibiting factors? The results showed that rehabilitation faculty with CSPD grants who are distance educators are more extrinsically motivated (such as increase in salary, monetary support for participation, job security, working conditions, technical support, and requirement by department) than non-distance educators. There were no significant differences in levels between distance educators and non-distance educators that are intrinsically motivated (scholarly pursuit, personal research tool, and job satisfaction). There was no significant difference between distance educators and non-distance educators in inhibiting factors.

The Evolution of an Online Substance Abuse Counseling Certificate Program

“…The DL faculty at ECU also coordinate with the Office of Disability Services to accommodate students through a range of options such as audio textbooks delivered electronically, extended time limits on tests, and phone or email consults on study tips. When combined with the embedded librarian, the Office of Disability Services, educational technologists, and informational technologists form a team of professionals who support the DL faculty, increasing program and student success (Edwards, 2004;Willis, n.d.).…”

“…Taylor (1995) suggests that the message -the instructional content provided by faculty -outweighs the medium -the online technology. If differences were once perceived between traditional teaching faculty and DL faculty, they are dissolving now since both have similar levels of intrinsic and extrinsic motivation and a myriad of technologies to use (Edwards, 2004). DL faculty may benefit by having a broader, national audience in a stimulating, virtual classroom (Smart, 1999).…”

Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

“…While instrumental issues of instructor workload, course delivery, and educational outcomes in DE remain (Edwards, 2004;Kauppi, 1999;Tansey, Schopeiray, Boland, Lane, & Pruett, 2009), they have become formative evaluations rather than summative judgments. The general case in favor of DE has been established (Institute on Rehabilitation Issues [IRI], 2010).…”