Date of Award

Spring 5-5-2021

Degree Type

Dissertation/Thesis

Degree Name

Doctor of Education (EdD)

School

Education

Committee Chair

Dr. Emily A. Johnson

Committee Chair School

Education

Abstract

Online education has expanded and evolved slowly through the decades, but the COVID-19 pandemic of 2020-2021 put online education at the forefront of teaching and learning worldwide and sped up the design and delivery of online courses. This study sought to examine faculty attitudes and opinions (amid a global pandemic) toward online course design that may affect their job satisfaction levels. Specifically, it explored factors that could inhibit or contribute to faculty job satisfaction during their engagement in online instructional design. Further, the study was designed to gain an understanding of how pedagogical and technological changes influence the degree of job satisfaction for online faculty. Lastly, a collection of faculty-preferred strategies related to online course creation was sought. Online higher education faculty throughout the United States were asked to participate in an online 12-question survey. Responses were analyzed using t-tests, an analysis of variance, and means and percentages. The results of the survey suggested that job satisfaction varies based on certain aspects of work and the faculty’s work experience or situation. It also suggested that satisfaction levels are dependent upon the amount of support and resources provided during times of change. Finally, the survey highlighted the potential for greater job dissatisfaction when faculty are asked to engage in online design initiatives rather than daily online design tasks and strategies. Based on this, institutional policies, practices, and procedures should be examined to determine the amount of support and authority online faculty are given related to all aspects of online course design.

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