USING FOCUS GROUPS TO STUDY ALN FACULTY MOTIVATION

Starr Roxanne Hiltz,Peter Shea,Eunhee Kim

doi:10.24059/olj.v14i1.1635

Abstract

What are the most significant factors that motivate and inhibit faculty with regard to teaching in online environments? And what are the specific kinds of experiences that underlie and explain the importance of these factors? One goal of this study was to add to the understanding of these issues, but the primary purpose of this study is determining how well these questions can be answered using the method of structured focus groups. This paper describes the methods and results of a pilot study conducted using four focus group interviews of faculty experienced in teaching using “Asynchronous Learning Networks” (ALN) at one university, and a single focus group at a second university in order to explore generalizability. For the university at which four group interviews were conducted, the rank orders of leading motivators and demotivators were quite consistent. Leading motivators include the flexibility allowed by being able to teach “anytime/anywhere;” better/more personal interaction and community building supported by the medium; the technical and creativity challenges offered by this mode of teaching; being able to reach more (and more diverse) students; and better course management. Major sources of dissatisfaction are more work, medium limitations, lack of adequate support and policies for teaching online, and the fact that the medium is not a good fit for some students. Very similar results were found through the replication focus group conducted at a different institution.

Highlights

Online education is increasing access to college in ways that were never before possible
In a recent national study, for example Allen and Seaman [1] report that less than one-third of chief academic officers believe that faculty at their institutions feel online and traditional modes are equivalent: online education continues to penetrate into all types of institutions, a relatively stable minority of Chief Academic Officers (28% in 2003 compared with 31% in 2005) continue to believe that their faculty fully accept the value and legitimacy of online education [1]
This paper presents the methods and preliminary findings from focus group interviews of experienced online faculty conducted in two institutional settings in the northeastern United States, one a medium sized technological university which we will refer to as “TechU” and the other a small community college

Summary

Introduction

Online education is increasing access to college in ways that were never before possible. With estimates of more than three million students enrolled in online courses and with forecasts of continued growth far outpacing growth in enrollments in traditional college classrooms, it is critical that we investigate this “booming” phenomenon. Faculty have played a central role in the quality of college courses and degree programs, and faculty acceptance of online education will be essential if online and traditional modes of delivery are to be equivalent. In a recent national study, for example Allen and Seaman [1] report that less than one-third of chief academic officers believe that faculty at their institutions feel online and traditional modes are equivalent: online education continues to penetrate into all types of institutions, a relatively stable minority of Chief Academic Officers (28% in 2003 compared with 31% in 2005) continue to believe that their faculty fully accept the value and legitimacy of online education [1]

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Results

Conclusion