Increasing Access to Higher Education: A Study of the Diffusion of Online Teaching among 913 College Faculty.
By Peter Shea, Alexandra Pickett, Chun Sau Li. 2005
178 citations recorded by the source corpus.
Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.
Subfields: Computer Science Applications, Education
View Paper: https://www.semanticscholar.org/paper/c63a59b8706ec9dbbaebcd97b5fe6b380ed52146
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
Citations in the corpus
- Faculty Actions that Result in Student Satisfaction in Online Courses. (2010, background): “A study conducted by Shea, Picket and Li [35] identified a connection between overall faculty satisfaction in teaching online courses with the levels of interaction they had with students.”
- Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework (2017, background): “Most research has shown that time commitment and workload were barriers or demotivators to faculty, though some studies claimed that the extra time commitment did not affect faculty satisfaction or preference for teaching online (Christianson et al., 2002; Orr et al., 2009; Shea et al., 2005).”