![](https://editlib-media.s3.amazonaws.com/sources/IJEL_2019May06_1.jpg)
Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction
Article
Jody Oomen-Early, Lynda Murphy, Texas Woman's University, United States
International Journal on E-Learning, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Much has been written about why university faculty choose to refrain or participate in online instruction (Beaudoin, 1990; Bower, 2001; Clark, 1993; Dillon & Walsh, 1992; McKenzie, 2000; McKinnon, 1998; Paulson, 2002; Rockwell, Scheuer, Fritz, & Marx, 1999; Schifter, 2002; Wilson, 1998). Missing from the empirical knowledge base, however, are phenomenological studies that allow faculty to detail their own realities and factors that enhance or hinder their overall satisfaction and perceived effectiveness online. Researchers conducting this qualitative descriptive study explored the attitudes, experiences, teaching practices and perceived barriers to effective online instruction for university faculty. Participants (n = 101) were emailed an invitation to participate in the online, open-ended survey research through distance learning listservs within the United States. Faculty from two- and four-year universities, nonprofit and for profit institutions, and who had taught online a minimum of two semesters were included in the sample. Data were coded for common themes, and five major categories emerged: Administrative and Institutional Support, Student Readiness, Instructor Readiness, Technical Support, and Academic Integrity. Implications for practice as well as suggestions for enhancing the "self-actualization" of online faculty will be discussed.
Citation
Oomen-Early, J. & Murphy, L. (2009). Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction. International Journal on E-Learning, 8(2), 223-240. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/26143/.
© 2009 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Allen, E.I., & Seaman, J. (2006). Making the grade: Online education in the United States, 2006. The Sloan Consortium. Available online at: http://www.sloan-C.org/publications/survey/pdf/Making_the_grade.pdf
- Ardid, C., and Zarco, V. (1998). Introduction to occupational and organizational psychology. Pp. 235-246, as cited in Pascula, E., Perez-Jover, V., Miriambell, E., Ivan, G., and Terol, M.C. (2003) Job conditions, coping, and wellness/health outcomes in Spanish secondary school teachers. Psychology and Health, 18(4), 511–521
- Beaudoin, M.R. (1990). The instructor’s changing role in distance education. The American Journal of Distance Education, 4(2), 21–29.
- Berge, Z.L., and Muilenburg, L.Y. (2001). Obstacles faced at various stages of capability regarding distance education in institutions of higher learning. TechTrends, 46(4), 40–45.
- Betts, K. (1998). An institutional overview: Factors influencing faculty participation in distance education in postsecondary education in the United States: An institutional study. Online Journal of Distance Learning Administration, 1(3): Fall. Retrieved August 24, 2007 from http://www.westga.edu/~distance/betts13.html.Bower,B.L.(2001).DistanceEducation:Facingthefacultychallenge.OnlineJournalofDistanceLearningAdministration,4(11):Summer.RetrievedAugust27,2007fromhttp://www.westga.edu/~distance/ojdla/summer42/bower42.html.
- Clark, T. (1993). Attitudes of higher education faculty toward distance education: A national survey. The American Journal of Distance Education, 7(2), 19–33.
- Cohen, S. (1992). Stress, social support and disorder. In H.O.F.Veiol & U. Bauman (Eds.), The Meaning and Measure of Social Support. New York, NY: Hemisphere (pp. 109–124).
- Derry, S.J. (1999). A fish called peer learning: Searching for common themes. In A.M.O’Donnell & A. King (Eds.), Cognitive Perspectives on Peer Learning. Mahwah, New Jersey: Lawrence Erlbaum Associates (pp. 197–211).
- Dillon, C., & Walsh, S.M. (1992). Faculty: The neglected resource in distance education. The American Journal of Distance Education 6(3), 5–21.
- Glaser, B., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine De Gruyter.
- Howell, S.L., Saba, F., Lindsay, N.K., & Williams, P.B. (2004). Seven strategies for enabling faculty success in distance education. The Internet and Higher Education, 7(1), 33-50.
- Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Available Website: http://www.coe.uga.edu/epltt/SocialConstructivism.htm
- Karasek, R.A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285–308.
- Karasek, R.A. (1989).Control in the workplace and its health-related aspects. In S.L. Sauter, J.J. Hurrell, and C.L. Cooper (Eds.), Job Control and Worker Health. Chichester, UK: Wiley (pp. 240
- Maslow, A. (1954). Motivation and personality. New York: Harper& Row.
- McCabe, D.L. (1993). Faculty responses to academic dishonesty: The influence of student honor codes. Research in Higher Education (1993), 34(5), 647–658.
- McKenzie, B.K., Mims, N., Bennett, E., and Waugh, M. (2000). Needs, concerns and practices of online instructors. Online Journal of Distance Learning Administration, 3(3): Fall. Retrieved August 27, 2007 from http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html.
- Paulson, K. (2002). Reconfiguring faculty roles for virtual settings. The Journal of Higher Education, 73(1), 123–140. Plagiarism.org. (N.D.) Facts on Plagiarism. Retrieved August 24, 2007, from the Plagiarism.org website at: http://www.plagiarism.org/facts.html.Rockwell,K.,Schauer,J.,Fritz,S.M.,&Marx,D.B.(1999).Incentivesandobstaclesinfluencinghighereducationfacultyandadministratorstoteachviadistance.TheOnlineJournalofDistanceLearningAdministration,2(3):Winter.RetrievedAugust27,2007fromhttp://www.westga.edu/~distance/ojdla/winter24/rockwell24.html
- Rodrıguez Marıon, J. (1995). Psychosocial stress and coping. In: Rodrıguez Marıon, J. (Ed.), Psicologı´a social de la salud, pp. 53–72, as cited by Pascula, E., Perez-Jover, V., Miriambell,
- Shelton, K., & Saltsman, G. (2005). An administrator’s guide to online education. Charlotte, NC: Information Age Publishing.
- Schifter, C.C. (2002). Perception differences about participating in distance education. Online Journal of Distance Learning Administration, 5 (1). Retrieved May 5, 2007 at: http://www.westga.edu/~distance/ojdla/spring51/schifter51.html
- Schifter, C.C. (2006). Compensation models in distance education: National survey questionnaire revisited. Online Journal of Distance LearningAdministration, 7(1): Spring. Retrieved August 24, 2007 from http://www.westga.edu/~distance/ojdla/spring71/schifter71.html.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Factors Influencing Teacher Satisfaction at an Online Charter School
Jered Borup & Mark Stevens, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1534–1541
-
Assessing the Impact of Faculty Development for Online Instructors
Emily Hixon, Janet Buckenmeyer, Casimir Barczyk & Lori Feldman, Purdue University Calumet, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 672–681
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.