‘Breaking bad’: Overcoming Barriers Preventing Higher Education Faculty From Offering Quality Blended Learning Programs

2019 ◽  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Breaking Bad ◽  
Learning Programs

Online Higher Education: Faculty Satisfaction and Its Antecedents

2019 ◽  
Vol 43 (5) ◽  
pp. 509-542 ◽  
Author(s):  
Lisa T. Stickney ◽  
Regina F. Bento ◽  
Anil Aggarwal ◽  
Veena Adlakha
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Faculty Satisfaction ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Organizational Policies ◽  
Teaching Online ◽  
Online Higher Education ◽  
Learning Programs

The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

scholarly journals Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

2021 ◽  
Vol 11 (1) ◽  
pp. 51
Author(s):  
Ameen Ali Alhaznawi ◽  
Abdullah Saleh Alanazi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Faculty Members ◽  
Academic Rank ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Staff Members ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

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