According to “The 2012 Survey of Online Learning” conducted by the Babson Survey Research Group (see http://sloanconsortium.org/publications/survey/changing_course_2012), over 6.7 million students (32% of all students) were taking at least one online course in 2011. While online course participation has risen 319% over the past 10 years, and 69.1% of “chief academic leaders…say that online learning is critical to their long-term strategy,” the survey surprisingly revealed that, “Only 30.2 percent of chief academic officers believe that their faculty accept the value and legitimacy of online education - a rate [that] is lower than recorded in 2004.”
So, while student and administrative acceptance of online education have steadily increased, faculty enthusiasm remains lackluster. Motivating faculty members to teach online, in our opinion, is directly related to their acceptance of its legitimacy. Several key factors, then, will understandably lead to greater faculty motivation to teach online.
1. Vision: Instead of forcing online education on faculty, academic administrators should invest time in helping faculty catch a vision of the future. Seeing the possibilities of reaching students around the world, increasing their own influence beyond the walls of the classroom, and situating themselves on the cutting edge of “the next big thing” in education are motivators for true educators. Even if they are unimpressed with online education as it presently exists, they can develop a vision of what online education could be. Once faculty members catch the vision, there is no stopping them. But without vision, they will simply follow the status quo, if they follow at all.
2. Quality: Most conscientious instructors don’t want to be involved with education they believe to be inferior. And online education is thought by most faculty members to be inferior to classroom education. How can we expect them to enthusiastically support a method of instruction they don’t feel is excellent? Academic administrators must be willing to invest the time and resources needed to make online courses excellent. They should make faculty members aware of recent studies confirming the success of online courses in achieving learner outcomes, assuring them that online education can be excellent, and then give them the tools to make it so.
3. Control: One of the primary principles of Andragogy is that adult learners want to have a choice in their education; they want to be active participants. Faculty members are also adult learners when it comes to accepting online education. As such, they need to feel a measure of control. That means faculty members should be involved in the entire process of not only creating courses, but also developing policies and entire programs of study. They need to feel as if they are an integral part of the process and “architects of learning.” Given the chance, they will make the entire program excellent. Assuring faculty members that they are not being “replaced” by online education, but are active participants in the process, will go a long way toward motivating them to teach online courses.
4. Growth: A good approach to motivate faculty to teach online courses is to emphasize the opportunity for professional development. By agreeing to try online instruction, they will be expanding their own horizons (just as they expect their students to do). They will be afforded the opportunity to learn new technology and adapt it to education. They will be stretched and challenged. And they will grow as educators. Venturing into the online environment will help them become better, more well-rounded instructors. They will learn a new way of teaching and their skills will be brought up to date. Academic administrators should be warned: In order for professional growth to motivate, it must be coupled with adequate training. Set your faculty up for success. Give them the tools they need to do a great job and to feel comfortable. Train them to use your LMS, email, and whatever technology they will need. The investment you make in your faculty members is an indication of the importance of online education and of your online instructors. If they feel valued and are growing in their own competencies, they will be motivated to become involved in online education.
5. Reward: Many educators are resistant to online education because they believe it is more time-consuming than classroom education but doesn’t result in an increase in pay. If you want to motivate them to teach online, you need to consider some kind of incentive or reward for their investment of time, energy and resources. Monetary incentives, or rewards connected to tenure and promotion opportunities, are important, but equally important are displays of support and appreciation by academic administrators, opportunities for collaboration with and recognition by other faculty members, and other forms of recognition. If online educators are held in high esteem and given prestige among their peers for online teaching, quality faculty members will be motivated to become part of that group. Make it desirable for them to do so.
Learning Road iLearning Services recognizes the importance of faculty motivation and is available to help your institution create a strategic plan for overcoming faculty reluctance to teaching online. We are also available to give guidance in the development of superior online courses and academic programs. We can train your online instructors in your preferred LMS and lend ongoing support. Contact us for details.
PJD
References:
“Faculty Motivators and De-motivators for Teaching Online: Results of Focus Group Interviews at One University,” by Hiltz, Kim and Shea, at http://web.njit.edu/~hiltz/publications/HICSS_HiltzKimShea.pdf
“Motivating Education Faculty to Teach Online Courses: Implications for Administrators” at https://www.msu.edu/~schopie1/research_files/aera07_short.pdf. (Scott E. Schopieray PhD, Director of Academic Technology, Michigan State University)
“The Retention of Experienced Faculty in Online Distance Education Programs: Understanding Factors that Impact their Involvement,” by Tim Green (California State University, Fullerton) and Jeffery Alejandro and Abbie H. Brown (East Carolina University) at http://www.irrodl.org/index.php/irrodl/article/view/683/1279
“The 2012 Survey of Online Learning” conducted by the Babson Survey Research Group (see The Sloan Consortium’s website at http://sloanconsortium.org/publications/survey/changing_course_2012)
So, while student and administrative acceptance of online education have steadily increased, faculty enthusiasm remains lackluster. Motivating faculty members to teach online, in our opinion, is directly related to their acceptance of its legitimacy. Several key factors, then, will understandably lead to greater faculty motivation to teach online.
1. Vision: Instead of forcing online education on faculty, academic administrators should invest time in helping faculty catch a vision of the future. Seeing the possibilities of reaching students around the world, increasing their own influence beyond the walls of the classroom, and situating themselves on the cutting edge of “the next big thing” in education are motivators for true educators. Even if they are unimpressed with online education as it presently exists, they can develop a vision of what online education could be. Once faculty members catch the vision, there is no stopping them. But without vision, they will simply follow the status quo, if they follow at all.
2. Quality: Most conscientious instructors don’t want to be involved with education they believe to be inferior. And online education is thought by most faculty members to be inferior to classroom education. How can we expect them to enthusiastically support a method of instruction they don’t feel is excellent? Academic administrators must be willing to invest the time and resources needed to make online courses excellent. They should make faculty members aware of recent studies confirming the success of online courses in achieving learner outcomes, assuring them that online education can be excellent, and then give them the tools to make it so.
3. Control: One of the primary principles of Andragogy is that adult learners want to have a choice in their education; they want to be active participants. Faculty members are also adult learners when it comes to accepting online education. As such, they need to feel a measure of control. That means faculty members should be involved in the entire process of not only creating courses, but also developing policies and entire programs of study. They need to feel as if they are an integral part of the process and “architects of learning.” Given the chance, they will make the entire program excellent. Assuring faculty members that they are not being “replaced” by online education, but are active participants in the process, will go a long way toward motivating them to teach online courses.
4. Growth: A good approach to motivate faculty to teach online courses is to emphasize the opportunity for professional development. By agreeing to try online instruction, they will be expanding their own horizons (just as they expect their students to do). They will be afforded the opportunity to learn new technology and adapt it to education. They will be stretched and challenged. And they will grow as educators. Venturing into the online environment will help them become better, more well-rounded instructors. They will learn a new way of teaching and their skills will be brought up to date. Academic administrators should be warned: In order for professional growth to motivate, it must be coupled with adequate training. Set your faculty up for success. Give them the tools they need to do a great job and to feel comfortable. Train them to use your LMS, email, and whatever technology they will need. The investment you make in your faculty members is an indication of the importance of online education and of your online instructors. If they feel valued and are growing in their own competencies, they will be motivated to become involved in online education.
5. Reward: Many educators are resistant to online education because they believe it is more time-consuming than classroom education but doesn’t result in an increase in pay. If you want to motivate them to teach online, you need to consider some kind of incentive or reward for their investment of time, energy and resources. Monetary incentives, or rewards connected to tenure and promotion opportunities, are important, but equally important are displays of support and appreciation by academic administrators, opportunities for collaboration with and recognition by other faculty members, and other forms of recognition. If online educators are held in high esteem and given prestige among their peers for online teaching, quality faculty members will be motivated to become part of that group. Make it desirable for them to do so.
Learning Road iLearning Services recognizes the importance of faculty motivation and is available to help your institution create a strategic plan for overcoming faculty reluctance to teaching online. We are also available to give guidance in the development of superior online courses and academic programs. We can train your online instructors in your preferred LMS and lend ongoing support. Contact us for details.
PJD
References:
“Faculty Motivators and De-motivators for Teaching Online: Results of Focus Group Interviews at One University,” by Hiltz, Kim and Shea, at http://web.njit.edu/~hiltz/publications/HICSS_HiltzKimShea.pdf
“Motivating Education Faculty to Teach Online Courses: Implications for Administrators” at https://www.msu.edu/~schopie1/research_files/aera07_short.pdf. (Scott E. Schopieray PhD, Director of Academic Technology, Michigan State University)
“The Retention of Experienced Faculty in Online Distance Education Programs: Understanding Factors that Impact their Involvement,” by Tim Green (California State University, Fullerton) and Jeffery Alejandro and Abbie H. Brown (East Carolina University) at http://www.irrodl.org/index.php/irrodl/article/view/683/1279
“The 2012 Survey of Online Learning” conducted by the Babson Survey Research Group (see The Sloan Consortium’s website at http://sloanconsortium.org/publications/survey/changing_course_2012)