Motivators and Inhibitors for University Faculty in Distance and e‐learning

Abstract

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.The success of electronic, web-based, courses (e-courses) depends not only upon the schools and universities, but also on the faculty and adjunct instructors who teach these courses. Yet few studies have addressed what motivates or deters the faculty who create and teach e-courses beyond the acknowledgment of their overarching intrinsic motivation to help others achieve an education. Two studies conducted prior to 2002 and two conducted after 2002 were assessed in order to look at which factors were identified by faculty members as influencing their participation or nonparticipation in electronic learning (e-learning) and distance education (DE) courses (Beggs, 2000;Betts, 1998;Gannon-Cook, 2003;Schifter, 2000). These studies used the same (in three instances) or similar (in one study) self-report instrument to measure the intrinsic and extrinsic faculty motivators and demotivators in four university settings. The One of the most well-known behavioural psychologists for his work in motivational theory was Abraham Maslow (1954). His hierarchy of needs theory was based on the basic motivations that govern human behaviour. Needs are prioritised, ranging from the most basic needs of food, water and sleep; to self-actualization needs that include the desire for self-fulfilment and the realisation of one's potential (French, 2001). Once the person's basic physiological needs are met, food shelter, safety and money, then one moves on to desire the next level of needs, those of acceptance, love, higher self-esteem and self-actualisation. The final levels of needs intrinsically motivate a person to perform 150

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

“…In more recent literature, many of the same themes appear. Reasons cited for resistance to adoption relate to workload, lack of experience, accessibility, connectivity, and lack of institutional infrastructure to support e-learning (Allen & Seaman, 2006;Bolliger & Wasilik, 2009;Cook, Ley, Crawford, & Warner, 2009;Georgina & Olson, 2008;Kennedy, Jones, Chambers & Peacock, 2011;Panda & Mishra, 2007;Ward, Peters & Shelley, 2010).…”

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

“…Os resultados deste estudo mostram que, a exemplo do verificado em outros estudos, (Bolliger & Wasilik, 2009;Cook et al, 2009;Herman, 2013;Ouellett, 2010;Santilli & Beck, 2005;Tanner et al, 2009;Worley & Tesdell, 2009;Vord & Pogue, 2012) o aumento do tempo dedicado às atividades letivas constitui o maior constrangimento apontado pelos professores para adotarem o ensino online. Os professores, embora possuam pouca experiência sobre a utilização do ensino online, estão conscientes de que a sua adoção os vai obrigar a trabalhar mais.…”

“…A reduzida valorização atribuída à afirmação de que "o trabalho relacionado com o ensino online não é reconhecido nem compensado financeiramente" sugere que os professores não consideram a compensação pelo trabalho extra um aspecto crítico para a decisão de adotarem o ensino online (Cook et al, 2009).…”

“…A segunda secção identifica os constrangimentos dos professores para adotar estratégias de ensino com componente online (N=19) (Cook, Crawford, & Warner, 2009). Na terceira secção regista-se a atitude dos professores em relação ao ensino online (Calvin & Freeburg, 2010;Goldsmith et al, 2010).…”

“…Ao contrário da opinião dos gestores responsáveis pelas instituições de ensino superior (IES), que reagem muitas vezes com espanto, a perceção dos professores que iniciam a sua atividade de ensino online, indica que essa atividade lhes exige mais tempo do que o ensino presencial (Bolliger & Wasilik, 2009;Cook, Crawford, & Warner, 2009;Herman, 2013;Ouellett, 2010;Santilli & Beck, 2005;Tanner, Noser, & Totaro, 2009;Worley & Tesdell, 2009;Vord & Pogue, 2012).…”