Background Faculty acceptance of distance learning plays an important role in its success or failure in higher education. Information about faculty experiences of teaching online can improve understanding about this delivery mode's potential longevity in academe. Exploratory qualitative research has begun to uncover and unpack faculty experiences with online learning. Such studies provide a focused and detailed picture of faculty perceptions of teaching online; however, they have not been considered for what they add to cumulative knowledge. Purpose The purpose of this research was to employ a rigorous and systematic approach to make meaning of individual studies that investigated faculty experiences of teaching online by considering the studies in aggregate. Research Design This study drew upon qualitative synthesis methods to investigate faculty experiences with online teaching. In particular, the study used metaethnography, an interpretive approach, to synthesize findings from nine original studies conducted by 23 researchers involving interviews with 117 faculty members with online teaching experience. Data Collection and Analysis This study involved searching electronic databases and tables of contents of key journals to gather relevant articles. It relied upon analysis techniques common to metaethnographic approaches, including reciprocal translation analysis (translating themes into each other), refutations synthesis (attempts to explain variations and contradictions), and lines-of-argument analysis (building a general interpretation from findings of separate studies through reliance on qualitative analysis such as constant comparison). Findings This article presents findings from a qualitative synthesis of university faculty experiences with online distance education. Results show that faculty members believe teaching online changes the way they approach and think about teaching, course design, time, instruction, and students. Conclusions Finding new ways to understand existing literature was one of the chief goals of this study. These results represent a starting place for improving current practice as well as for guiding future research.

https://journals.sagepub.com/doi/pdf/10.1177/016146811011200802

Do Virtual Professors Dream of Electric Students? University Faculty Experiences with Online Distance Education.

In this article, the authors report on a study that was carried out at the University College of Borarings. Teachers using an online learning platform (WebCT) were surveyed to see to what extent they made use of the various features available to them on the learning platform. The extent to which teachers employed all the features was low. The article provides comparative details about the use of the various features (chat, discussion forums, assessment etc) and analyses reasons for their underutilisation. This case study is used to make more general points about pedagogy of online learning and discusses the need for greater cooperation between all the stakeholders involved in putting courses online. It can be counter productive for a university to simply impose a learning management system upon its teaching staff and decree that they put their courses online. If a university is concerned with quality and innovation in the education it offers its students, then a great deal of groundwork needs to be done if teachers and students are going to get the most out of a move to blended or online learning. This article offers a number of recommendations for ensuring that teachers embrace rather than resist a move to innovative and quality assured online education.

/pdf/barriers-to-innovation-in-online-pedagogy-1jlu2o7vmd.pdf

Barriers to innovation in online pedagogy

Teaching Online: A Guide to Theory, Research, and Practice

This paper was based on research into the extent to which teachers at a small Swedish university made use of the learning management system (LMS) available to them (WebCT). The research indicated that teachers used a very small number of the tools offered in the learning platform and the paper argued that there were a number of reasons for this. Responses from a questionnaire that was administered it was clear that the barriers to more effective use of the LMS had much to do with lack of technical and pedagogical support and the failure to create a forum where more experienced users could help those who were novices at online teaching and learning.

The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University Colle ...

/pdf/lecturers-attitudes-about-the-use-of-learning-management-2zei414df7.pdf

Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study

The professoriate is increasingly expected to infuse computer technology in teaching. However, there is dearth of qualitative data to either support or disprove this belief. This study thus aims to describe the experiences of a select group of college teachers as they develop, implement and evaluate their courseware materials. Ten tenured faculty members who have developed, deployed and evaluated their courseware materials were the participants of this qualitative inquiry. Initially, the teachers were made to fill out robotfotos (in Dutch, a cartographic sketch) for purposes of profiling their baseline characteristics. Data gathered were carefully analysed and thematised on the basis of internal and external homogeneity. Guided by a semistructured audio-taped interview, this study captured the experiences of the teachers whose instructional paradigms were facilitated and revolutionised by a learning management system (LMS), specifically the Blackboard (Bb) system. Findings show that generally, the professoriate considers the courseware materials developed as instructional adjuncts that complement their time-tested teaching modalities. Having identified an LMS such as Bb as a user-friendly system, issues relative to system’s accessibility, technical difficulties, systemic training programmes for teachers, attractive system of incentives and user readiness are key areas that ensure overall programme success and viability.

University teachers’ experiences in courseware development

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University teachers’ experiences in courseware development