Mr Stafford Lumsden
University of Wollongong
As the number and frequency of online programs being offered in higher education continue to increase, so too does the amount of research dedicated to examining and exploring their impact on learners and learner outcomes. Yet in the literature there is less research dedicated to examining instructor outcomes in online programs, especially with regard to the feelings and perceptions of satisfaction instructors derive from their online teaching.
This case study examined a cohort of instructors engaged in synchronous, online video conference instruction in a graduate teacher training program at a mid-sized private university in Seoul, South Korea. Using a mixed methods approach, instructor responses gathered from interviews, and the Online Instructor Satisfaction Measure, and observation of video conference lessons were triangulated to establish whether or not a relationship might exist between teaching presence and instructor satisfaction with the aim of describing that relationship.
In addition to nding that satis ed instructors show more teaching presence indicators than instructors who are not satisfied, two related issues emerged from the case study that have implications for future research. First, the overall context of the teaching program must be taken into account when describing online teaching and learning. Second, existing indicators of teaching presence based on text-based instances of online teaching may need to be revised to take into account the increased volume of synchronous, videoconference lessons and use of other multimedia that are quickly becoming mainstream in online teaching and learning.
(Unfortunately a copy of this presentation is not available)