Needs, Concerns and Practices of Online Instructors

While the delivery of on-line instructional courses in higher education institutions is flourishing, it is the faculty who play the key role in its successful implementation (Betts, 1998; Rockwell, Schauer, Fritz, & Marx, 1999; Willis, 1994; Wilson, 1998). Limited research has shown that a number of circumstances influence whether or not faculty choose to teach via on-line. Since faculty are pivotal to the success of online instruction, this study explored their backgrounds, concerns, and their on-line teaching practices. The information that is provided will update decision-makers of the current needs and concerns of on-line instructors so an effective distance-learning program can be fostered. Purpose and Rationale The purpose of the study was to identify: (a) the factors that influence faculty participation in distance education, (b) the hours of training received prior to delivering an on-line class, (c) the tools used in the on-line class, (d) the percent of class time on-line during the first on-line class and hours fall of 1999, (e) the number of hours spent in preparation each week for on-line coursework, (f) the number of hours spent interacting with students on-line each week, (g) the time spent preparing and delivering an on-line course compared to face-to-face courses, (h) how much more time, if any, was spent preparing and delivering an on-line course each week compared to face-to-face courses, (i) the optimal on-line class size, (j) the number of times instructors meet face-to-face with students and if these meetings were helpful, (k) if both face-to-face and on-line classes were taught in the same class and which was preferred, and (l) what institutions can do to further assist in the effective delivery of on-line courses. Background Literature The use of computer-mediated communication with classes to create on-line learning opportunities for students at a distance has become extremely popular in higher educational institutions (Berge, 1998; Rockwell, Schauer, Fritz, & Marx, 1999). Faculty are motivated to teach on-line for a myriad of reasons. Incentives cited most frequently in the literature are: flexible working conditions (since classes can be taught from any place at any time )(Berge, 1998; Clay, 1999; Mims, 1999; Merron, 1999); the ability to reach new audiences (Barron & Lyskawa, 1998; Berge, 1998, Clay, 1999; Mims, McKenzie & Kirby, 1999); on-line instruction is an enjoyable (Betts, 1998, Mims, 1999; Rockwell, Scheuer, Fritz & Marx, 1999); and the opportunity to enhance their technology skills while planning and delivering on-line courses (Clay, 1999; Merron, 1999; Mims, McKenzie & Kirby). Other incentives identified in the literature were the opportunity to instruct a diverse student population (Barron & Lyskawa, 1998; Mims, 1999); increased job satisfaction (Betts, 1998; Clay, 1998); ease in updating and revising previously administered on-line courses (Barron & Lyskawa, 1998; Berge, 1998); and the ability to ensure relevance of course topics (Mims, 1999). In reality using on-line instruction is not an easy task. Studies have identified a number of obstacles faculty are confronted with when delivering on-line instruction. Some of the most frequently mentioned barriers were: decreased live, face-to-face interaction with students (Berge, 1998; Clay, 1999; Kirby, 1999; Stockeband & Althoff, 1997); lack of time to plan and deliver an on-line course (Berge, 1998; Clay, 1999; Rockwell, Scheuer, Fritz & Marx, 1999); and the lack of support and assistance in planning and delivering an on-line course (Berge, 1998; Betts, 1998; Clay, 1999; Rockwell, Scheuer, Fritz & Marx, 1999; Stockeband & Althoff, 1997). Other concerns that emerged were the great amount of time it took faculty to learn a new medium and update their technology skills before delivering an on-line class (Rockwell, Scheuer, Fritz & Marx, 1999; Rose & Collison, 1997); the inadequate compensation and incentives for delivering an on-line class (Rockwell, Scheuer, Fritz & Marx, 1999); a heavier workload with teaching on-line (Betts, 1998; Rockwell, Scheuer, Fritz & Marx, 1999) and slow computer access (Pan, 1998).