The Retention of Experienced Faculty in Online Distance Education Programs: Understanding Factors that Impact their Involvement
By Tim D. Green, J. Alejandro, Abbie H. Brown. 2009
143 citations recorded by the source corpus.
The study sought to determine factors that affect faculty decisions regarding their involvement in teaching online distance education courses. A survey was administered to online distance education faculty across the United States to determine those factors that encourage or discourage them from continuing to teach online courses. The factors were examined and reported from the standpoint of each of four faculty groups: (1) tenured, (2) tenure-track, (3) full-time non-tenured/fixed term, and (4) part-time/adjunct. From the survey responses (N = 135), a list of retention strategies that university administrators may use for retention of online distance education faculty are offered.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/aff2a00313790f2e32d8633059b7f97763352f41
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In Education
In Social Psychology
Citations in the corpus
- Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework (2017, background): “For example, some researchers discovered that faculty viewed new technologies positively because learning about them was a professional development opportunity or a way to grow intellectually (Chapman, 2011; Green et al., 2009; McQuiggan, 2012; Pandra & Mishra, 2007; Seaman, 2009).”
- Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting (2016, unknown): “Purpose of the Study Much literature exists concerning job satisfaction across many professions, including teacher job satisfaction, (Bolliger & Wasilik, 2009; Chaney, 1991; Hagedorn, 2000; Herzberg, 1966; Herzberg, Mausner, & Snyderman, 1959; Green, Alejandro, & Brown, 2009; Perrachione, Petersen, ”