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Factors Influencing Faculty Participation & Retention in Online & Blended Education
ARTICLE

Online Journal of Distance Learning Administration Volume 17, Number 1, ISSN 1556-3847

Abstract

Faculty members play a central role in the development, implementation, and long-term sustainability of online and blended education programs. Therefore, faculty recruitment and retention strategies for these programs must align with the needs of the faculty. This article highlights the results of an institutional study conducted at a public comprehensive university in 2012 that examined factors influencing faculty participation and retention in online and blended education. This article also provides a comparative overview of the results of a similar institutional study conducted at The George Washington University (GWU) in 1997 that examined factors influencing faculty participation in distance education. The original surveys from the 1997 GWU study were updated for the 2012 Armstrong study. The results revealed that while technology and learning platforms have continued to evolve over the past 15 years, many of the needs and concerns of faculty are relatively similar. The results also revealed that faculty involvement is quintessential in the development and expansion of online and blended programs as well as in the design of faculty development initiatives.

Citation

Betts, K. (2014). Factors Influencing Faculty Participation & Retention in Online & Blended Education. Online Journal of Distance Learning Administration, 17(1),. Retrieved June 18, 2019 from .

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