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Faculty Satisfaction with Teaching Online Courses

Submitted by on July 5, 2013 – 11:45 am8 Comments

hand on computer mouseThe demand for online courses has increased dramatically–so has the number of faculty teaching online. Online pedagogy has evolved over a short period of time, creating challenges with changing delivery methods, training, support, and course development.

As faculty reflect on their experiences, are they satisfied teaching in the online format? Are they satisfied with the student learning achieved? Do the benefits of online learning, like flexibility and accessibility, outweigh the obstacles?

Whitney Kilgore, vice president of academic services at Academic Partherships, conducted research to answer theses questions. Kilgore explored factors grouped into three categories: student, faculty, and institutional. The hypothesis stated that based on previous research faculty members are satisfied with teaching and with student learning outcomes in fully online courses.

Survey says? Yes—overall, faculty are satisfied with teaching online. Check out the infographic to better understand how faculty responded to the research survey.

Share you thoughts in the comments section! Do the survey results align with your experiences teaching online? In which areas of online teaching are you most satisfied, and which areas are more challenging?

(Click infographic to enlarge.)

FacultySatisfaction with teaching online


  • Thank you for keeping this topic alive with participatory engagement from those of us in the community of learning facilitators.

  • While this post talks about the structured courses there are a number of customized courses too which learners are finding useful. The teachers are also happy to teach to select group with maximum collaboration. I am talking about the courses at . Millions of students and teachers are benefiting from them.

  • Cindy Edwards says:

    The shift from F2F to online facilitation can be very unsettling, especially if proper support systems are not in place before hte faculty make this shift. Facilitating online learning is “different” from F2F, so perceptions about workload changes, learner engagement, and creative needs are bound to vary depending on the faculty members’ experience (in terms of time and support) with online learning. It really is a shame that many institutions toss their faculty into this shift without preparing them.

  • Whitney Kilgore says:

    Cindy –

    You are absolutely correct. The change from face-to-face teaching to online facilitation can be overwhelming. Faculty need to be fully supported in the transition not only of their content but in the pedagogical shift.

    Our mission with the FacultyeCommons is to provide support for faculty who are making the transition to online teaching while also supporting the faculty who want to take their online course to a whole new level with various forms of professional development.

    Check out the offerings:

  • Whitney Kilgore says:

    Thank you for your input Barbara!
    We are all in this community of practice together.
    The more we research, share, and collaborate, the better the opportunities for students globally.

  • Susan Farber says:

    I look forward to reading a more detailed report of the findings of this survey. With the increasing demand for online courses, it is necessary to use such findings to refine the design of how these courses are pushed out to endusers – as well as how we structure the work and compensation of online instructors. I concur that creativity facilitates effective instruction within an online environment. I wonder about the degree to which the online instructors who completed this survey received support to use emergent technologies in creative and innovative ways to increase student engagement and interaction. Kudos for engaging in this research and sharing these findings!

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