An Examination of Distance Learning Faculty Satisfaction Levels and Self-Perceived Barriers

Nicole Luongo, Saint Peter's University

Abstract

This action research project examined satisfaction levels and self-perceived barriers of distance learning faculty. It included methods of providing professional development opportunities for educators who teach online and hybrid courses. This solution-oriented investigation included problem identification, systematic data collection, reflection, analysis, data-driven action, and problem redefinition. The study focused on the factors that influence faculty satisfaction and dissatisfaction with distance learning. The research examined self-perceived barriers to faculty satisfaction and how distance learning could be improved. Various professional development options were offered for the participants as well as a discussion about the effects of these interventions. Selected key findings of the study indicated that there is a need for future research in the area of measuring and analyzing online faculty satisfaction levels and self-perceived barriers. Also, the findings demonstrated that there are distance learning faculty members who want more professional development options as well as clear guidelines for teaching distance learning courses. Furthermore, the findings suggested that higher education institutions may need to change their attitudes towards providing incentives for faculty who design and develop distance learning courses.

Keywords:

online learning, faculty, satisfaction, distance learning, professional development