Influences of Institutional Structure, Policy, and Practice on Faculty Participation in Online Teaching

Autor/in	Mazer, Vickie M.
Titel	Influences of Institutional Structure, Policy, and Practice on Faculty Participation in Online Teaching
Quelle	(2015), (372 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Frostburg State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-5346-1
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Educational Technology; Technology Uses in Education; Case Studies; School Policy; Educational Practices; Motivation; Inhibition; College Faculty; Online Surveys; Mixed Methods Research; Semi Structured Interviews; Documentation; Teacher Attitudes; Educational Quality; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Schulpolitik; Bildungspraxis; psychologische; Motivation (psychologisch); Hemmung; Fakultät; Dokumentation; Lehrerverhalten; Quality of education; Bildungsqualität
Abstract	Online education is growing in response to demands of increased access, quality, and affordability. However, implementation and expansion are often challenged by faculty resistance, due in large part to perceived lack of quality and administrative support. This case study sought to determine how the presence or absence of quality elements, as defined by the Online Learning Consortium Quality Scorecard, in institutional structure, policy, and practice influences (motivates or inhibits) faculty decisions to teach online at Frostburg State University, a comprehensive, public university in western Maryland. This mixed methods, sequential explanatory research collected data from three sources: an online survey of 387 faculty, a review of institutional documents, semistructured interviews with nine key university stakeholders and 13 faculty. To analyze these data, the study used descriptive statistics, logistic regression, application of the Online Learning Consortium Quality Scorecard rubric, and triangulation of data from all sources. Findings suggest that faculty's initial motivation to teach online was intrinsic, enhanced by extrinsic institutional factors--those within the control of the university. However, institutional factors played a more significant role in faculty decisions to continue/expand online teaching. Additionally, the findings suggest that faculty were most likely to teach online when their intrinsic motivation was aligned with the institution's mission of online education and a shared strategic value of online education that balances the shared interests of the institution, students, and faculty. The key finding in this study was that quality was a significant concern regarding online education. However, administrative support for online education was central to shaping faculty's definition of quality in online education. These findings suggest that quality in online education is defined by faculty as the presence or absence of administrative support which creates institutional structure, policy and practice to support faculty to deliver quality instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01