Faculty Perceptions Of Satisfaction At A Small Research University Bolliger And Wasilik

1387 Words6 Pages
Theme 2: Faculty Perceptions of Satisfaction Attributed to the increasing demand for effective virtual learning experiences in the realm of higher education, analyzing faculty members’ perceptions of satisfaction is equally as important as addressing student perceptions. Consequently, during the last decade research focused on the perceived satisfaction of higher education virtual instructors has increased tremendously (Bolliger & Wasilik, 2009; Hogan & McKnight, 2007; Menchaca & Bekele, 2008; Panda & Mishra, 2007; Smidt, McDyre, Bunk, Li & Gatenby, 2014;Tanner et al., 2009). Analysis indicated the majority of factors affecting faculty satisfaction fell into three general categories—Student-related factors, Instructor-related factors, and…show more content…
Instructors that provided timely feedback, monitored the online process, and supported student motivation witnessed further increased levels of success thereby boosting satisfaction levels to an even greater degree. Indeed, high satisfaction was directly related to student achievement (Menchaca & Bekele, 2008). Instructor-related factors. Just as factors associated with the virtual learners affected instructor satisfaction, instructor-related factors also influenced perceived satisfaction. Much research has tied instructors’ attitudes and beliefs to perceptions of satisfaction (Bolliger & Wasilik, 2009; Menchaca & Bekele, 2008; Panda & Mishra, 2007). A key belief, which led to increases satisfaction, was self-efficacy. Instructors who believed they could influence positive student outcomes reported higher rates of satisfaction with the online learning experience (Bolliger & Wasilik, 2009). Additional beliefs were tied to positive instructor satisfaction. Instructors that believed virtual learning experiences provided rich resources for students and saved time and effort indicated a higher satisfaction level (Panda & Mishra, 2007). Furthermore, facilitators who believed the online platform allowed them to teach more efficiently and challenged them intellectually experienced deeper satisfaction than those that questioned the quality of the online learning environment
    Open Document