A Sample Thesis Proposal
Higher Education Faculty: Satisfaction with Online Teaching
研究本论题Purpose of the Study
的目的 The main purpose of this study is to conduct exploratory qualitative
research to investigate online faculty members teaching philosophies and what contributes to or inhabits their satisfaction with online teaching.
To meet this purpose, this research will
a) explore participant’s teaching beliefs and perceptions of elements that contribute to or inhibit their online teaching job satisfaction;
b) investigate the relationships among the elements that contribute to or inhabit the participant’s perception of job satisfaction;
c) provide a structure to better understand elements that contribute to or inhabit online faculty members’ job satisfaction.
题 The key questions guiding this inquiry are:
1. What elements contribute to or inhabit satisfaction with online teaching for faculty members?
2. What are the relationships among the elements that contribute to or inhabit online faculty member’s satisfaction with online teaching?
The electronic Web-based background questionnaire will collect information about the study participants such as: contact information, discipline/degree program, gender, age, ethnic group, tenure status, teaching experience, computer use, instructional uses of technology, and teaching philosophy.
The interview protocol includes questions, in the first section, about the participant’s teaching experience. The second section explores barriers to or facilitators of online teaching, and satisfaction with intuitional support for faculty members involved in online learning including: developing the online course, technological aspects, professional development and social interactions, participant’s satisfaction or dissatisfaction with teaching the online course including overall satisfaction, electronic communications, course activities, and time requirements. The survey concludes by asking what advice the participant would give a faculty member in their discipline
研究本论题or department who was thinking about developing an online course.
意义及价值 Significance of the Study
This study will contribute to an understanding of the factors that contribute to the job satisfaction of higher education faculty members pioneering as teachers in the rapidly expanding and changing Web-based educational environments. The bulk of research on faculty job satisfaction has been conducted among traditional faculty, i.e., those who teach face-to-face, but little is known about what contributes to the job satisfaction of faculty who are teaching their courses partially or totally online, because
few research studies have been conducted to explore the needs, desires, hopes, dreams, and frustrations of online faculty to understand and explore what they think and feel about the factors they can, and do, make them satisfied with their work in Web-based learning environments.
Their study, therefore, will seek to understand and expand the current knowledge base by utilizing a Constructivist Grounded-Theory approach (Charmaz, 2000) to identify elements and describe relationships among the elements that contribute to, or act as barriers, to the job satisfaction of higher-education faculty members that are teaching online courses.
Possible benefits of this research include contributing to a better understanding of online faculty members and the elements that contribute to or act as barriers to their job satisfaction with online teaching. A better understanding of the elements that contribute to or act as barriers to the job satisfaction of online faculty, could help institutions to identify, plan for, and provide support and services to increase online faculty member’s job satisfaction. Additionally, this knowledge could help institutions, which are delivering or considering delivering Web-based course, to attract, train, and retain talented online instructors so that they can more effectively work with
研究中存在faculty to “…move the power of the Internet for learning from promise to
的局限性 practise” (Web-based Education Commission, 2000, p.134).
Limitations of the Study
This study seeks to explore elements that contribute to act as barriers to the job satisfaction and the relationships among these elements. Faculty satisfaction can be significantly influenced by the institutional setting in which it does or does not occur. For this reason, the phenomenon of faculty job satisfaction needs to be studied as it naturally occurs without manipulation or control of variables. Institutions are distinct and complex, as are the online learning environments within these settings. Hence, the data gathered in each setting are very dependent on these contexts. Therefore, the context of each case study will limit the generalizability of the findings. The qualitative research utilizes the case study format to provide a thick, rich description of the phenomena encountered in the process of research. This thick description allows the readers to judge the information and make their own decisions about whether or not the themes that emerge from the research can be transferred to their own situations.
文献综述 Literature Review
Background literature related to job satisfaction and dynamics of faculty participation in Web-based distance education is examined, in this chapter, to provide grounding related to research questions of this study. The review of literature is divided into three sections. The first section defines distance education and examines the use of the World Wide Web (www) for delivering Web-based distance education.
The second section examines the dynamics of pedagogy, attitudes and perceptions, motivation and resistance, institutional incentives and barriers
related to faculty participation in Web-delivered distance education. The third section examines the theoretical basis of faculty job satisfaction research.
Asynchronous and Synchronous Communications
Online Teaching and Learning
Dynamics of Faculty Participation in Post-Secondary Distance Education
法 Qualitative methods will be used in this exploratory study to explore
interactions related to the common experiences of higher education faculty members that are teaching online courses to understand factors that contribute to the job satisfaction of these faculty members. This study is exploratory because little is known about what contributes job satisfaction for higher education faculty members that are teaching online courses.
Qualitative methods are the best choice for this research because qualitative methods allow the researchers to listen to the views of the research participants, while focusing on the natural setting or context, such as the online program or classroom, in which participants express their views.
Qualitative research methods are unsurpassed for research problems where the variables are known and need to be explored. Qualitative methods permit the researcher to approach the fieldwork without being constrained by predetermined categories of analysis, and allows the researcher to study the selected issue in depth and detail, which contributes to the depth, openness, and detail of qualitative inquiry (Patton, 1990).
This study is situated within a constructivist paradigm where the researcher takes the position that, as Schwandt, (1998) states, “…human beings do not find or discover knowledge so much as construct or make it” (p.237). The constructivist paradigm recognizes the complex nature of the multiple realities and that there is no single, unique “reality” but only individual perspectives. Erlandson, Harris, Skipper and Allen (1993) emphasize that since no two contexts are identical, full generalizability within this paradigm “ignores the unique shaping forces that exist in each context” (p. 17). A theoretical framework based on the paradigms, and naturalistic strategies of Constructivist Inquiry (Guba and Lincoln, 1994) and the perspectives, designs and methods of Constructivist Grounded Theory (Charmaz, 2000) was developed to situate the methodology for this research study within the qualitative research literature.
参考文献 Anderson, P.N. (2000). Cost Perception and the Expectancy Value Model of Achievement Motivation. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory.