Faculty Participation in Asynchronous Learning Networks: A Case Study of Motivating and Inhibiting Factors

Catherine C Schifter

doi:10.24059/olj.v4i1.1907

Abstract

This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were significantly different perceptions on what motivates faculty to participate across the three groups. For ALN/DE programs to succeed, faculty participation is imperative; therefore, program administrators need to understand why faculty participate.

Highlights

Distance education (DE) is not new to higher education
What is missing from the Asynchronous Learning Networks (ALN)/DE literature is a significant discussion of the faculty, full or part time, who teach the courses and why they participate while others do not
Faculty were asked to selfidentify whether they participated in DE initiatives

Summary

Introduction

Distance education (DE) is not new to higher education. Correspondence programs have served higher education students for over a hundred years. The literature on ALN/DE has much information describing the students as older, mature, selfinitiators interested in outcomes [1], [2], [3], [4]; taking time away from family and careers to go back to school [5], [6]; less likely to be female [7], [8], [9]; and less likely to be from a minority population [10], [11], [12]. What is missing from the ALN/DE literature is a significant discussion of the faculty, full or part time, who teach the courses and why they participate while others do not

Methods

Results

Conclusion