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An examination of motivating factors...

Hoffman, Michael S.

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An examination of motivating factors on faculty participation in online higher education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An examination of motivating factors on faculty participation in online higher education./
Author:	Hoffman, Michael S.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Higher Education Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563616
ISBN:	9781303120343

An examination of motivating factors on faculty participation in online higher education.
Hoffman, Michael S.

An examination of motivating factors on faculty participation in online higher education. - 146 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2013.

Online education has become a vital component of the American higher education system. Demand for online education is expected to grow, as online education offers a number of tangible benefits to potential students. Faculty member participation in online education has been found to be crucial to the success of new or expanded online education initiatives. This research was conducted to determine the extent to which a number of extrinsic and intrinsic factors influence a faculty member's decision to participate in online education. Ten subscale factors across four motivational dimensions were identified in the literature as potentially important to faculty participation in online education. This research study employed survey research and quantitative methods to determine the extent to which these factors influenced faculty member participation in online education at one liberal arts institution. Both extrinsic and intrinsic factors were found to have a positive, statistically significant relationship with faculty member willingness to participate in online education. Intrinsic factors, including a faculty member's beliefs regarding the efficacy of online education, a faculty member's desire to increase student access to education, and opportunities for professional growth were found to have the strongest relationship with faculty member willingness to participate in online education. Higher education administrators who are seeking to increase faculty participation in online education are advised to implement encouragement programs that, while emphasizing the aforementioned intrinsic factors, incorporate a broad range of motivational factors.

ISBN: 9781303120343Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

An examination of motivating factors on faculty participation in online higher education.
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020 $a 9781303120343
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100 1 $a Hoffman, Michael S. $3 2097884
245 1 3 $a An examination of motivating factors on faculty participation in online higher education.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Yufeng Qian.
502 $a Thesis (Ed.D.)--Northeastern University, 2013.
520 $a Online education has become a vital component of the American higher education system. Demand for online education is expected to grow, as online education offers a number of tangible benefits to potential students. Faculty member participation in online education has been found to be crucial to the success of new or expanded online education initiatives. This research was conducted to determine the extent to which a number of extrinsic and intrinsic factors influence a faculty member's decision to participate in online education. Ten subscale factors across four motivational dimensions were identified in the literature as potentially important to faculty participation in online education. This research study employed survey research and quantitative methods to determine the extent to which these factors influenced faculty member participation in online education at one liberal arts institution. Both extrinsic and intrinsic factors were found to have a positive, statistically significant relationship with faculty member willingness to participate in online education. Intrinsic factors, including a faculty member's beliefs regarding the efficacy of online education, a faculty member's desire to increase student access to education, and opportunities for professional growth were found to have the strongest relationship with faculty member willingness to participate in online education. Higher education administrators who are seeking to increase faculty participation in online education are advised to implement encouragement programs that, while emphasizing the aforementioned intrinsic factors, incorporate a broad range of motivational factors.
520 $a Keywords: higher education, online education, faculty, motivation, participation.
590 $a School code: 0160.
650 4 $a Education, Higher Education Administration. $3 1669382
650 4 $a Education, Technology of. $3 1018012
690 $a 0446
690 $a 0710
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertation Abstracts International $g 74-09A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563616