Factors influencing faculty’s online teaching decisions

Abstract

The purpose of this exploratory study was to investigate the contributing factors that influence online instructors’ decisions on course design and delivery strategies in higher education institutions. We conducted a principal component analysis with 81 online instructors across the United States of America to validate a conceptual framework that could potentially help instructional design departments to prepare faculty for teaching online. The finalized online teaching preference construct consists of three dimensions: general teaching beliefs, knowledge of online pedagogy, and institutional support. The online instructors’ teaching fields, preferred instructional modality, and online teaching experiences influenced their preferences in these three dimensions. In addition, the instructors with only remote teaching experience in response to the COVID-19 crisis did not like teaching online. The implications of our findings are discussed in this paper.

Keywords:

• online teaching preferences
• higher education
• online teaching
• faculty development

Disclosure statement

No potential conflict of interest was declared by the authors.

Data availability statement

The data that support the findings of this study are available from the corresponding author, G. A., upon reasonable request.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Gulinna A

Gulinna A is a senior instructional designer at the University of Pennsylvania Graduate School of Education. She helps faculty with blended and online course design, as well as consultation for effective teaching and learning strategies. Her research interests are gamification in education and learning experience design.

Jingrong Xie

Jingrong Xie is the Director of Universal Design for Learning & Accessibility Services at Virginia Tech. She supports and promotes inclusive, universally designed, and accessible learning experiences. Her research interests include using UDL principles and mobile technology to support students with disabilities in postsecondary STEM, faculty development, and online learning.

Nilufer Korkmaz

Nilufer Korkmaz is an instructional designer at Georgia Institute of Technology Professional Education. She also teaches as an adjunct professor at Purdue University Department of Learning Design and Technology. Her research interests include training instructional designers, advising in online programs, and building a sense of community in online programs.