Faculty satisfaction in the online environment: An institutional study Oksana Wasilik ⁎, Doris U. Bolliger University of Wyoming, Adult Learning and Technology, Dept. 3374,1000 E. University Avenue, Laramie, WY 82071, USA abstract article info Article history: Accepted 11 May 2009 Keywords: Faculty satisfaction Online teaching Faculty Higher education Discriminant analysis Classification analysis A study of online faculty satisfaction was conducted at a public research university in the United States. Overall level of online faculty satisfaction at the institution, major concerns and motivating factors associated with online faculty satisfaction, and the differences between more and less satisfied online instructors were identified. One hundred two online instructors responded to the online faculty satisfaction survey. Results indicate a moderately positive level of faculty satisfaction with online teaching. Major frustrations were associated with technological difficulties, the lack of face-to-face contact, and student involvement. Satisfying elements pertained to flexibility, access, and student diversity. More satisfied online instructors reported a higher degree of student-to-instructor interaction than their less satisfied counterparts. The classification analysis resulted in 88.5% of online instructors being correctly classified. © 2009 Elsevier Inc. All rights reserved. 1. Introduction Online education is the fastest growing form of delivery in higher education in the United States (U.S.). During fall 2006 approximately 20% of all students in higher education in the U.S. were enrolled in at least one course delivered online. In fall 2006, student enrollment in online courses increased nearly 10% as compared to fall 2005 (Allen & Seaman, 2007). Higher education institutions list several reasons for offering online courses such as improved student access, increased rates of degree completion, and appeal of online education to nontraditional students. In contrast, institutions indicate barriers to the adoption of online courses that include the need for more discipline on the part of the online students, the lack of faculty acceptance of online delivery methods for instruction, low retention rates in online courses, and higher costs associated with the development and delivery of online courses (Allen & Seaman, 2007). Faculty satisfaction is an important factor influencing the overall success of online educational programs. Student motivation with and performance in online courses can be directly affected by levels of faculty satisfaction (Hartman, Dziuban, & Moskal, 2000). Many instructors enjoy teaching in the online environment because of reasons they perceive as beneficial to them and their students. However, there is still a large group of faculty who find online teaching less attractive than traditional face-to-face instruction because of factors that impact them negatively (Hislop & Atwood, 2000). 2. Literature review Online learning has proven to be a successful delivery method for many institutions in higher education. Fredericksen, Pickett, Shea, Pelz, and Swan (2000) and Navarro (2000) report high levels of faculty satisfaction with online courses. Hislop (2000) and MacGregor (2001) compared student performance in online and campus-based environ- ments and found similar student levels of achievement. Schutte (1996) found students in a virtual course scored on average 20% higher than students in the campus-based course. Olson and Wisher (2002) reviewed 47 online course evaluation reports published between 1996 and 2002 and concluded that “Web-based instruction appears to be an improvement over conventional classroom instruction” (p. 11). 2.1. Faculty satisfaction Faculty satisfaction is a crucial success factor of successful develop- ment and implementation of online programs (“Faculty Satisfaction,” 2006). Many instructors report high levels of satisfaction with online teaching. Thompson (2002b) found only 10% of participants reported dissatisfaction with their overall online teaching experience. However, faculty satisfaction varies significantly from instructor to instructor. Hislop and Atwood (2000) report when instructors at Drexel University considered the issue of personal satisfaction, “78% of respondents indicate that they consider face-to-face teaching to be a ‘much more satisfying experience’” (p. 222). At the University of California Extension two-thirds of study participants were strongly satisfied with teaching online, whereas one-third expressed mixed emotions. Some raised concerns pertaining to lack of student motiva- tion, adjustment difficulties to asynchronous course delivery, and compensation issues (Almeda & Rose, 2000). Internet and Higher Education 12 (2009) 173–178 ⁎ Corresponding author. Tel.: +1 307 766 3247; fax: +1 307 766 3237. E-mail addresses: oksana@uwyo.edu (O. Wasilik), dorisbolliger@gmail.com (D.U. Bolliger). 1096-7516/$ – see front matter © 2009 Elsevier Inc. All rights reserved. doi:10.1016/j.iheduc.2009.05.001 Contents lists available at ScienceDirect Internet and Higher Education