Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university

The aim of this paper is to understand the emotions associated with the experience of teaching online in an online university and the factors that influence these emotions. Nine hundred and sixty-five (965) online teachers at the Universitat Oberta de Catalunya (www.uoc.edu) were surveyed. Three emotions linked to teaching online were identified: satisfaction, relief and pleasure. Multiple regression analyses were used to make inferential judgments and test the effects of the teachers' demographic and professional variables. Findings suggest that satisfaction is associated with the instructional design and learning support roles and with the knowledge building approach; relief is inversely related to the content acquisition approach; and pleasure is linked to variables such as academic background and amount of online teaching hours, as well as the knowledge building approach. The practical implications of these results are discussed

Who is Teaching Online?

The number of courses offered online is constantly increasing at institutions of higher education. One main issue surrounding online courses is the quality of education when it is compared to in-class teaching. All parties involved should be concerned about this: The institutions, including faculty and administrators, must consider if there is a possible lack of learning of students enrolled in online courses compared to in-class courses. The concern of students is the impact of online courses on their career opportunities and advancement. The concern of employers might be the quality of potential employees with only online courses on their transcripts. Many factors can impact the quality of online courses which include the adopted technology, the institution’s infrastructure, administrative buy-in, administrative support of faculty, communication between faculty and administrators, faculty motivation and incentives. One important factor that is not given much attention is the qualification of individuals who are in charge of offering an online course, faculty. Offering an online course involves two important components: preparation of materials and delivery. The purpose of this study is to investigate who is teaching in online education. An online survey of faculty teaching online courses is conducted for the purpose of this investigation

Stages of faculty concern about teaching online: relationships between faculty teaching methods and technology use in teaching

As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online. The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online. It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University

Teaching Online: Creating Student Engagement

In this time of worldwide upheaval and with universities struggling to cope with vast numbers of students being forced into online classes, student interest and engagement in their studies has become more important. Online classes do not provide the inherent discipline that face-to-face environments do, which the turmoil many find in their home lives today exacerbates. In this paper, I suggest that, as instructors, we have a responsibility to our students to help them to “want to be there”. Drawing on my personal experiences over many years, I suggest that ways to ignite and retain student interest revolve around building rapport, establishing communication links, and using course content. I make several suggestions for how instructors might do so while acknowledging that no all-encompassing solution exists

Teaching at Southern

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Gender equity through gender teaching online

Gender equity in higher education is more than putting women on equal footing with men. It is eliminating barriers to participation and stereotypes that limit the opportunities and choices for both sexes. Gender equity is about enriching classrooms, widening opportunities, and expanding choices for all students. And I consider that this supposition can be applied not only to the education but all rhetoric of everyday life. Thus, the goal of gender education is not only to provide students with proper knowledge, but deconstruct stereotypes in their thinking and behaviour. Hence, all courses about gender issues must be based on the principle “explain to me – and I will forget; show me - and I will remember; let me participate – and I will understand”. The teaching methodology in subject-orientated (gender) class first of all must be targeted at active student-centered learning (learning by doing and changing by learning) (Gritzenko, 2003).Peer Reviewe