Higher Education Faculty: Satisfaction with Online Teaching
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Curriculum and Instruction (Instructional Technology)
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Educational researchers have borrowed from managerial psychology, human resources management, and business administration to define, measure, and interpret the significance of teacher job satisfaction. While a significant body of literature has been created concerning teacher job satisfaction, (Lester, 1988) few researchers have explored the construct of job satisfaction related to faculty participation in Web-based distance education (Maguire, 2005).
Many institutions of higher education are utilizing Web-based distance education for the electronic delivery of courses or entire academic programs (Hanna, 2003; Maguire, 2005; McIssac & Gunawardena, 1996; Phipps & Merisotis, 1999). The United States Congress established The Web-based Education Commission in 1999 to make recommendations for utilizing the educational promise of the Internet, for learners from pre-K through postsecondary education, in the 21st Century. Members of the Commission met with hundreds of experts in education, technology and business, and obtained input from hearings and e-Testimony. The resulting report praised the Internet as an instructional tool and presented a consensus of the findings, which concluded with this statement:
The question is no longer if the Internet will be used to transform learning in new and powerful ways. The Commission has found it can. Nor is the question should we invest the time, the energy, and the money required to fulfill its promise in defining and shaping new learning opportunity. The Commission believes that we should. We all have a role to play. It is time we together move the power of the Internet for learning from promise to practice.