Abstract
This quantitative study analyzed the influence of individual factors and institutional context on faculty participation in online teaching at public higher education institutions in the United States. Through an ex post facto design, cause and effect relationships were explored using statistical analysis of a large national data set. Variables in the data set directly related to the areas of interest in this study included interest in teaching, student-centered pedagogy, autonomy and control, instructional support, and institutional climate. Factors related to interest in teaching and institutional reward were statistically significant (p
| Original language | American English |
|---|---|
| Qualification | Ph.D. |
| Awarding Institution | |
| Supervisors/Advisors |
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| State | Published - Jan 1 2015 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Thesis; University of North Florida; UNF; Dissertations; Academic -- UNF-- Doctor of Education in Educational Leadership; Dissertations; Academic -- UNF-- Education; faculty motivation; higher education; distance learning; faculty development
Disciplines
- Educational Leadership
- Higher Education Administration
- Online and Distance Education
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