Academic literature on the topic 'Online Faculty Satisfaction Survey OFSS'
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Journal articles on the topic "Online Faculty Satisfaction Survey OFSS"
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Saini, Sushma Kumari, Sukhpal Kaur, Nitasha Sharma, Geetanjli Kalyan, and Karobi Das. "Satisfaction among the nursing teachers with web-based teaching during COVID-19: a cross-sectional survey." International Journal Of Community Medicine And Public Health 8, no. 4 (March 25, 2021): 2000. http://dx.doi.org/10.18203/2394-6040.ijcmph20211270.
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Background: The outbreak of COVID 19 led to the closure of all educational institutions worldwide. The teachers and students had to face a number of challenges because of the sudden change in the educational system and to ensure safety of public. To assess the satisfaction of nursing teachers with Web-Based teaching after the shift from traditional teaching to online teaching in the COVID 19 and related restrictionsMethods: An online survey was conducted amongst the teachers working in various nursing colleges in the Northern region of India. Standarized scale, an Online Faculty Satisfaction Survey (OFSS) consisting of 36 questions was used to collect the data through google form. The teachers were provided the online link on their WhatsApp or email to fill-up the questionnaire. One hundred fifty-nine teachers responded back. Ethical aspects were given due considerations.Results: The mean age (years) ±S.D. of the participants was 34±10.1. Maximum (96.2) were females. Majority (93.1) of the teachers were satisfied with online teaching. Only 3.8% teachers were highly satisfied with online teaching. Around 3/4th agreed that they are satisfied with the online environment's flexibility and that the technology for online teaching is reliable. The most liked features/advantages were the ability to take courses even in this global pandemic. The least liked feature/disadvantages were poor connectivity in remote areas, technical problems, unsafe and losing personal information, lack of face-to-face interaction, and difficulty assessing students' response and attention.Conclusions: Most of the teachers were satisfied with online teaching though few reported about connectivity problems. There is a need to develop various institutional mechanisms viz structured training, technical support, and effective online evaluation systems to run the online educational system properly.
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Bobâlcă, Claudia, and Oana Ţugulea. "What are the Dimensions of Online Satisfaction?" Review of Economic and Business Studies 9, no. 2 (December 1, 2016): 45–59. http://dx.doi.org/10.1515/rebs-2016-0033.
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AbstractThe purpose of the research is to identify the factors affecting online satisfaction. As a research method, we applied a quantitative survey based on a questionnaire. The sample consists of 532, students at Faculty of Economics and Business Administration, aged between 19-26 years, who buy online various products from the Internet. In order to identify the dimensions of online satisfaction, we used exploratory factor analysis with SPSS 17.0, with Principal Components as extraction type and Varimax as rotation method. Nine dimensions of online satisfaction were identified, namely: products corresponding to the online description, good price, comfort, easily accessible information, personal data security, good design, support, personalization, and website awareness.
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Jones, Malena. "Career Commitment of Nurse Faculty." Research and Theory for Nursing Practice 31, no. 4 (2017): 364–78. http://dx.doi.org/10.1891/1541-6577.31.4.364.
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Background: A nurse faculty shortage exists, and it is predicted to continue in the United States (American Association of Colleges of Nursing [AACN], 2016). Several factors that have been identified as contributing to this shortage include aging faculty, lack of doctoral-prepared faculty, and the economic cost of pursuing an academic career (AACN, 2016). However, there is a need to explore subtle factors. This study was conducted to examine the interaction of career commitment to education, faculty satisfaction, and teacher efficacy on developing qualified and retaining committed faculty. Purpose: The purpose of this study was to investigate relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. Methods: A cross-sectional design was used to survey a convenience sample of nurse faculty (N = 470). An online survey contained three scales (Career Satisfaction, Teacher Self-Efficacy Beliefs, and Career Commitment) to obtain data. Descriptive data, Pearson’s correlations, and path analysis were used to analyze data. Results: Teacher self-efficacy and career satisfaction predicted career commitment. Education measured by credit hours significantly predicted teacher self-efficacy. The relationship between career satisfaction and career commitment was significant and statistically positive. Model fit indices confirm the career commitment for nurse faculty model fits the data. Implications for Practice: The study highlights the importance of teacher self-efficacy, career satisfaction, and career commitment among nurse faculty. The results provide valuable insight to the factors that may influence attraction or retention of nurse faculty.
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Mutebi, Miriam Claire, Scott R. Berry, Nancy Dalgarno, Klodiana Kolomitro, Nicholas Cofie, E. Oluwabunmi Olapade-Olaopa, Matthew Jalink, et al. "Faculty development: What do we know about barriers, enablers, and satisfaction levels among African oncology faculty?" Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11023. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11023.
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11023 Background: Faculty development (FD) programs and initiatives have been shown to improve teaching, learning, and overall satisfaction levels of academic faculty. However, these benefits are not fully realized in resource constrained settings like those found in some Sub-Saharan African academic institutions, that often face many FD challenges. Improving FD activities in the region may enhance the capacity of oncology faculty to address these challenges. We sought to examine African oncology faculty’s satisfaction and the perceived enablers and barriers with current FD opportunities. Methods: We randomly surveyed oncology faculty ( n = 21) through the African Organization for Research and Training in Cancer (AORTIC) listserv and conducted semi-structured interviews with nine ( n = 9) faculty involved in African oncology training programs to ascertain their perspectives on faculty development activities including curriculum development, teaching, and learning. All survey respondents and interview participants are current members of the AORTIC. Descriptive and inferential statistical techniques, and thematic analysis were used to analyze the survey and interview data respectively. Results: Interim survey results revealed that 64% of academic oncology faculty believe that there are barriers to their FD at their current academic institutions. Barriers cited for FD from the interviews include the competitive nature of FD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with FD activities. A significant minority of the survey respondents (43%) were dissatisfied with their overall FD. Access to curriculum development opportunities (χ2 = 10.97, p = 0.001) and longer duration of practice (χ2 = 7.9, p = 0.019) were significantly associated with an increased overall satisfaction with FD of oncology faculty. Themes emerging from the interviews also revealed that participants believe that addressing issues relating to access to local institutional support and opportunities including funding, reduced fees for individuals from low- and middle-income countries, getting time off work from local institution, and availability of online FD education will enable them to increase their participation in FD activities. Conclusions: A considerable number of African oncologists face many FD challenges and are therefore dissatisfied with the current state of their FD. Incorporating the recommendations offered by participants into faculty development planning activities may improve faculty satisfaction levels, remove barriers, and improve outcomes for learners. Also, the finding that access to curriculum development opportunities leads to increased levels of satisfaction with FD could guide FD for faculty in African oncology training programs.
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Glazier, Rebecca A., and Heidi Skurat Harris. "Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses." International Review of Research in Open and Distributed Learning 22, no. 3 (May 3, 2021): 77–98. http://dx.doi.org/10.19173/irrodl.v22i3.5546.
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Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.
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Chiou, Wen-Bin. "Attitudes of Faculty Members toward Teaching Online Courses: View from Dissonance Theory." Psychological Reports 101, no. 1 (August 2007): 39–46. http://dx.doi.org/10.2466/pr0.101.1.39-46.
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Based upon the perspective of external justification in dissonance theory, a survey was conducted to identify possible predictors of faculty members' attitudes toward teaching online courses. The predictors of satisfaction with reward, effort, and personal freedom were positively correlated with participants' attitudes after teaching online courses but commitment and responsibility were not. These accounted for very little variance. The practical implications for motivating college teachers not initially interested in online courses are discussed in the context of dissonance theory.
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Alfaki, Mysara, and Ahmed S. Alkarani. "Job Satisfaction among the Faculty Members of Nursing Colleges in Saudi Arabia." Journal of Evolution of Medical and Dental Sciences 10, no. 36 (September 6, 2021): 3083–87. http://dx.doi.org/10.14260/jemds/2021/629.
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BACKGROUND Job satisfaction has a significant impact on the work behaviour of faculty members and their attitudes to their work. However, to the best of our knowledge, there are no recent studies on job satisfaction among the faculty members of nursing colleges in Saudi Arabia. The purpose of the current study was to explore the factors influencing job satisfaction among nursing department faculty members of nursing colleges in Saudi universities. METHODS This online survey was approved by Taif University under code (42 - 0085). A 35 - item (6 dimensions) five option Likert - type draft questionnaire on job satisfaction was distributed for online anonymous self-reporting by the faculty members of nursing colleges in Saudi universities (N = 116). RESULTS The general level of overall job satisfaction (OJS) of the faculty members of nursing colleges in Saudi universities on all dimensions of job satisfaction is observed to be low (OJS mean 1,28), while work itself and interpersonal relationships were high. The dimensions of job satisfaction were analysed by path coefficient and the significance test. First, for faculty member’s job satisfaction as a higher order factor consists of 6 first order factors: the influence of salary and welfare on job satisfaction is the greatest, with a path coefficient reaching .580. Next comes job competence, leader behaviour, interpersonal relationships, and the work itself. CONCLUSIONS A seven-factor job satisfaction model is advanced, including one high order factor (job satisfaction) and six first-order factors (salary and welfare, the work itself, leader behaviour, personal growth, interpersonal relationships and job competence) demonstrated good overall psychometric properties in terms of construct validity and internal consistency reliability in both the overall sample and its separately analysed subgroups. KEY WORDS Faculty Members, Job Satisfaction, Nursing Colleges, Quality of Higher Education, Saudi Arabia
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Xu, Hongjiang, and Sakthi Mahenthiran. "Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System." International Business Research 9, no. 2 (January 21, 2016): 1. http://dx.doi.org/10.5539/ibr.v9n2p1.
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<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a US university, as well as all faculty who taught those online or hybrid course sections. The research result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the LMS to engage with content.</p>
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Lunsford, Laura, Vicki Baker, and Meghan Pifer. "Faculty mentoring faculty: career stages, relationship quality, and job satisfaction." International Journal of Mentoring and Coaching in Education 7, no. 2 (June 4, 2018): 139–54. http://dx.doi.org/10.1108/ijmce-08-2017-0055.
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Purpose The purpose of this paper is to understand faculty mentoring experiences across career stages and the influence of mentoring relationship quality on job satisfaction. The study participants were faculty members from a consortium of liberal arts colleges in the USA. The theoretical lens draws from scholarship on career stages, developmental networks, and working alliances. Design/methodology/approach The analysis is based on a subset of 415 faculty member responses about mentoring from a larger data set on faculty development. The online survey was conducted in Spring 2014. Frequencies, χ2, regression equations, and confirmatory factor analysis were computed using R statistical software. Findings Over half the faculty members were both mentors and protégés; although, a sizable minority of faculty members did not engage in mentoring. Early-career faculty members were significantly more likely to have a mentor than were mid- or late-career faculty members. For both mentors and protégés, the higher they rated the quality of the mentoring relationship, the more job satisfaction they reported; this finding was greatest for mid-career (associate rank) faculty members. Participants reported significantly higher relationship quality with their mentors than with their protégés. Research limitations/implications The results may not generalize to faculty members who work at other institution types, for example, research-intensive or two-year schools, or to non-US higher education contexts. Statements made regarding those who do not participate in mentoring are speculative on the part of the authors. Practical implications Institutions may need to develop support for faculty members who may not desire to engage in mentoring. More attention may be warranted to create individual and institutional supports focused on high-quality mentoring. Originality/value This study extends the literature on mentoring by establishing that many employees serve in mentor and protégé roles simultaneously. Further, employees engage in mentoring relationships across career stages as mentors and as protégés. The authors developed a reliable measure of mentoring relationship quality that may be used in future mentoring studies. Higher quality mentoring relationships were associated with significantly greater job satisfaction.
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Baker, Neal, Katherine Furlong, David Consiglio, Gentry Lankewicz Holbert, Craig Milberg, Kevin Reynolds, and Joshua Wilson. "Demonstrating the value of “library as place” with the MISO Survey." Performance Measurement and Metrics 19, no. 2 (July 9, 2018): 111–20. http://dx.doi.org/10.1108/pmm-01-2018-0004.
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Purpose The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library. Design/methodology/approach The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes. Findings The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important. Originality/value This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”
Dissertations / Theses on the topic "Online Faculty Satisfaction Survey OFSS"
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Blundell, Gregory Edgar. "A DISRUPTION OF ONLINE LEARNING COURSE DESIGN:COMPARING SELF-REPORTED LEVELS OF FACULTY SATISFACTION WITH ONLINE COURSES CREATED APPLYING THE 2011-2013 EDITION OF THE QUALITY MATTERS™ RUBRIC STANDARDS TO THOSE ONLINE COURSES CREATED WITHOUT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426268368.
Full textBook chapters on the topic "Online Faculty Satisfaction Survey OFSS"
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Hodges, Charles B., Raleigh Way, and Sonya S. Gaither Shepherd. "Online Teaching." In Advances in Library and Information Science, 16–26. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch002.
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This chapter includes a report of a study conducted to investigate the perceptions of faculty teaching online at a doctoral research university in the southeast United States. Research literature regarding faculty satisfaction with online learning is summarized. Quantitative and qualitative methods were used to analyze the results of an online survey administered in the Spring of 2010. Major findings are that faculty enjoy the convenience and flexible scheduling that teaching online offers them and their students but consider teaching online to more labor-intensive compared to teaching face-to-face courses. Faculty expressed the need for reliable and current technology for online teaching, improved technical support and training, and clear institutional policies regarding online teaching and developing online courses. Methods for improving faculty satisfaction with online teaching are suggested, which include collaborating with academic librarians to enhance the online teaching and learning experience.
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Miltenoff, Plamen, John H. Hoover, and Galin Tzokov. "Online Literacy among Students and Faculty." In Digital Literacy, 154–74. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch009.
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Based on the recent proliferation of online education and the ongoing technological revolution, this research focused on interaction of students and faculty as a main contributor to the success of online education. During 2003, a survey was distributed to convenience samples of faculty members and students from the Midwest of the U.S. and three Eastern European countries. The data reflects students’ and faculty members’ opinions about the state of technology, online communication, and instruction. The results confirm findings from the literature about the existence of a digital divide between developed and emerging nations. Although Eastern European respondents don’t benefit from the technology base of their American correspondents, their satisfaction and comfort with technology remains relatively strong. The digital divide may result from administrative rigidity; Eastern European students enjoy less access to computer labs, due to fewer and less flexible hours. Faculty members and administrators remain entrenched in “old” technologies such as e-mail, whereas Millennials expect newer communication tools and prefer synchronous ones. Considering the available technology, online assessment is employed relatively inconsistently. Libraries as technology providers are perhaps underutilized particularly in Bulgaria, Moldova, and Macedonia.
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Brew, Linda S., and Judith L. Kaplan. "A Program-Based Approach to Developing and Implementing Blended Instruction." In Blended Learning Environments for Adults, 155–75. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0939-6.ch009.
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A program-based approach to converting a site-based post-baccalaureate teacher education program to a blended format is described. While the face-to-face version of the program was able to serve a very limited number of prospective students in a predominantly rural area, the blended approach has attracted so many participants that double classes are regularly required to meet demand. Major issues covered include designing curriculum with regard to adult learning theories, balancing synchronous and asynchronous instruction methods, and developing adjunct faculty competencies. Results of a program evaluation based on survey data from students and faculty are included, indicating a high level of satisfaction with learning experiences overall, balanced by requests for improvements in course design and strong faculty involvement in both online and videoconferencing formats.
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Carlos, Vera Silva, and Ricardo Gouveia Rodrigues. "The Use of Online Social Networks and Its Influence on Job-Related Behavior." In Advances in Human Resources Management and Organizational Development, 106–29. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch006.
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Web 2.0 technologies have progressively transformed social interactions among people. In addition, there is plenty of evidence of a positive influence of social relationships on work-related attitudes and behaviors. Within these frameworks, the purpose is to evaluate the effect of using online social networks on the workers' attitudes and behaviors, particularly in the context of higher education. The authors used an online survey to evaluate the attitudes and behavior of 157 faculty members. To assess the use of OSNs, they used a dichotomous variable. The t-student test and the PLS method were used to analyze the data. They conclude that the use of OSNs influences the workers' performance, but not job satisfaction, organizational commitment, or organizational citizenship behaviors (extra-role performance). The relationships they propose in what concerns the workers' attitudes are all empirically supported. Lastly, they describe the study limitations and we suggest some perspectives for future research.
Conference papers on the topic "Online Faculty Satisfaction Survey OFSS"
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Borraz-Mora, Javier, Blanca Hernández-Ortega, and Marta Melguizo-Garde. "The influence of competences in business higher education: a student’s approach." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5436.
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Nowadays, competences have an important role in higher education. Their development may have an effect on student’s satisfaction with his/her studies. The aim of this research is to test the relationship between competences developed during the study of a university business degree and the student’s satisfaction with this degree. Moreover, we test other outcomes derived from satisfaction, such as the student’s word of mouth and his/her confirmation of the university degree that he/she chose. We design an online survey for students of the Faculty of Economics and Business Administration in a Spanish University. We collect 161 effective questionnaires and analyse them using structural equation modelling, specifically partial least square (PLS). Results demonstrate that competences have a strong effect on student’s satisfaction, leading to positive word of mouth and confirmation of student’s past behavior. This implies that specifying and working properly the competences of a degree becomes a priority objective for university institutions.