Factors that Predict Full-Time Community College Faculty Engagement in Online Instruction

Akroyd, Duane; Patton, Bess; Bracken, Susan

doi:10.1080/10668926.2013.739512

Cited by 7 publications

(13 citation statements)

References 18 publications

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“…Brás e Miranda (2013) lembram que se os professores desenvolverem uma atitude positiva em relação à tecnologia tendem a integrá-la nas suas práticas docentes, pelo que as instituições que pretendem promover a utilização da tecnologia pelos seus professores devem criar uma cultura que reconheça e premeie esse investimento (Akroyd, Patton, & Bracken, 2013 Existem atitudes perante o ensino em geral que se revelam mais adequadas à aquisição de competências para o ensino online. Nesse contexto, a interação professor-professor assume especial relevância e dá um contributo positivo, uma vez que é através dela que o professor tem a possibilidade de interagir com os seus pares de modo a obter mais-valias no seu processo de autoformação (Anderson, 2008).…”

Section: Introductionunclassified

The Constraints of Face-to-Face Higher Education Teachers About the Adoption of Online Learning

Martinho

Jorge

2015

RIED

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ResumoAs instituições de ensino superior portuguesas têm necessidade de diversificar a sua oferta formativa de modo a adequá-la aos novos públicos para os quais as formas de ensino e de aprendizagem que incluam ensino online são cada vez mais aliciantes. Apesar desta necessidade, não existem muitos estudos que analisem a forma como os professores encaram a adoção de formas de ensino e de aprendizagem que incluam o ensino online. O estudo realizado através da investigação por questionário em 11 instituições de ensino superior privado português, pretendeu identificar os constrangimentos dos professores do ensino superior presencial em relação à adoção do ensino online e o impacto dessa adoção no seu desenvolvimento profissional. Os resultados revelam que o aumento do tempo que dedicam às atividades letivas constitui o maior constrangimento referido pelos professores em relação à adoção do ensino online. A análise fatorial exploratória identificou seis dimensões relacionadas com os constrangimentos dos professores: aumento do trabalho letivo; apoio institucional; reconhecimento social do ensino online; disponibilidade pessoal e apoio interpares; interação online; problemas relacionados com direitos de autor. Os professores manifestam pouca receptividade e um preconceito elevado em relação ao ensino online, verificando-se que, na sua maioria, apresentam reticências em relação à sua adoção e ao impacto que a mesma pode ter no seu desenvolvimento profissional. A criação de estratégias motivacionais orientadas para a melhoria das competências tecnológicas e pedagógicas pode ajudar os professores a envolverem-se em formas de ensino e aprendizagem que incluam o ensino online.Palavras chave: ensino online; ensino superior; professores; TIC. AbstractPortuguese higher education institutions need to diversify their educational offer in order to adapt it to new audiences for which the forms of teaching and learning including online education are increasingly attractive. However there are few studies related to how teachers perceive the adoption of forms of teaching and learning that include online teaching. In this

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Section: Introductionunclassified

The Constraints of Face-to-Face Higher Education Teachers About the Adoption of Online Learning

Martinho

Jorge

2015

RIED

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“…Research by Smith (2010, as cited by Akroyd, Patton, & Bracken, 2013) indicated that while part-time faculty members are accustomed to functioning autonomously, the search for efficient work practices can lead faculty members to unbundle academic work, creating a disconnect between teaching duties and teaching philosophy or motivation. This can lead to "a loss of professional identity and functioning in more mechanized, uniform ways that are not pedagogically sound nor desirable in the long run" (Akroyd et al, 2013, p. 194).…”

Section: Lack Of a Single Profilementioning

confidence: 99%

“…Instead of having specific time allocated for course work, adjuncts may feel pressure to complete their teaching duties as quickly as possible. They may also feel they have little allocated time for development activities or for interacting with students outside the classroom (Akroyd et al, 2013).…”

Section: Lack Of a Single Profilementioning

confidence: 99%

“…Programs have also been proven effective in increasing instructional quality and innovation, particularly for online programs (Akroyd et al, 2013), though there is a need for more development offerings across the board (Martinak, et al, 2006).…”

Section: Faculty Training and Development Programsmentioning

confidence: 99%

“…Akroyd et al (2013) suggested that administrators must ensure that their part-time faculty members have the resources they need to be successful instructors, especially in the online environment. Many technological barriers exist specifically for adjuncts; in a national study of community college faculty members, for example, only 41% of part-time faculty members had access to the Internet at work (Akroyd, et al, 2013).…”

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

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When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

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Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite this, there remains a lack of comprehensive data regarding the adjunct experience, particularly in regards to specific subgroups of adjunct faculty. While some adjuncts function as replacements for fulltime faculty, adjunct practitioners have a unique value-add in that they bring professional knowledge and field experience into the classroom. For this reason, they play an integral role in practice-based programs. In order to become successful instructors, they must be supported by the administration and integrated into the academic community; however, much about the experience of this group is unknown. Therefore the purpose of this qualitative case study was to gain insight into the experience of adjunct practitioners. Using Kahn's (1990) theory of employee engagement, this study sought to answer the following research question: How do adjunct practitioners experience engagement at a mid-sized private university on the West Coast?Data gathered from interviews and a document review produced four key findings: first, participants feel teaching is personally meaningful, though they lack a sense of community with other faculty and the institution as a whole. Second, participants do not feel entirely secure in their roles and are concerned about their future security with the institution. And third, participants believe they possess the necessary basic resources to perform their role, but would appreciate more accessible development opportunities. Implications for practice and recommendations for future research are also discussed.

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Factors Influencing Part-time Faculty Engagement With Online Nursing Programs

et al. 2018

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This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.

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Factors that Predict Full-Time Community College Faculty Engagement in Online Instruction

Cited by 7 publications

References 18 publications

The Constraints of Face-to-Face Higher Education Teachers About the Adoption of Online Learning

The Constraints of Face-to-Face Higher Education Teachers About the Adoption of Online Learning

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Factors Influencing Part-time Faculty Engagement With Online Nursing Programs

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