Supporting Online Faculty through a Sense of Community and Collegiality
ARTICLE
Aimee LaPointe Terosky, Chris Heasley
Journal of Asynchronous Learning Networks Volume 19, Number 3, ISSN 1939-5256
Abstract
In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants' communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.
Citation
Terosky, A.L. & Heasley, C. (2015). Supporting Online Faculty through a Sense of Community and Collegiality. Journal of Asynchronous Learning Networks, 19(3), 147-161. Retrieved March 19, 2024 from https://www.learntechlib.org/p/161433/.
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Keywords
- Attitude Measures
- Coding
- College Faculty
- Collegiality
- communities of practice
- educational technology
- faculty development
- gender differences
- Nontenured Faculty
- online courses
- Part Time Faculty
- Private Colleges
- Professional Identity
- Qualitative Research
- Semi Structured Interviews
- teacher attitudes
- Teacher Characteristics
- Teacher Surveys
- Technical Support
- Tenure