Impact of a Distance Learning Coordinator on Faculty Perceptions of Online Teaching Katie M. Mercer Neil Morte Margaret R. Davies
Georgia Southern University Journal of Higher Education Management, 36(2), 93-98 (ISSN 2640-7515). © Copyright 2021 by the American Association of University Administrators. Permission to reprint for academic/scholarly purposes is unrestricted provided this statement appears on all duplicated copies. All other rights reserved.
Online learning is increasing, and educators must adapt to this new environment to ensure high quality student education (Chapman & Henderson, 2010). One way to increase faculty self-efficacy and satisfaction is the addition of a Distance Learning Coordinator (DLC). The focus of this research is faculty satisfaction in distance learning formats and the perceived value of the DLC by faculty. Perceived value of the DLC in this research refers to if the faculty found the DLC to be a valuable resource while undertaking online or blended class teaching. Background What is a Distance Learning Coordinator (DLC)? A Distance Learning Coordinator has the responsibility of serving as the point of contact for faculty, staff, and students to create high-quality online courses (Owusu-Mensah, Anyan, & Denkyi, 2015; Chapman & Henderson, 2010). The DLC will ensure the online courses function efficiently for the students and faculty members. It is critical for the DLC to be familiar with and oversee the curriculum and material delivered (Owusu-Mensah, Anyan, & Denkyi, 2015). This would allow faculty members to seek assistance from the DLC, which can increase perceived usefulness of the DLC? (Wingo, Ivankova, & Moss, 2017). The DLC can also train faculty, so they can be comfortable communicating and adapting in an online learning environment (Valentine, 2002). DLC and faculty can work together to ensure there are standards, objectives, and expectations for high quality distance learning (Quality Matters, 2016). In addition, the DLC can serve as an extension to each faculty member in their courses for organization and facilitation (Simonson et al., 2009). Faculty Satisfaction. Faculty satisfaction is one of the five pillars of quality for the Sloan Consortium Quality Framework (Moore & Moore, 2005). Previous studies have shown faculty that teach online courses have higher overall job satisfaction and are more motivated by the use of technology in comparison to faculty that do not teach online courses (Betts, 1998; Schifter, 2000). By assessing faculty satisfaction, an evaluation of distance learning can be made (Lock Haven University, 2004). When faculty experience challenges, lack proper training, or cannot access to resources, satisfaction can be low (Bolliger & Wasilik, 2009). An important consideration in distance learning is quality of teaching and delivery (Green, 2009). Quality of teaching and delivery can be dependent on the acceptance and attitude faculty have towards distance learning (Wingo, Ivankova, & Moss, 2017). One of the biggest needs and common quality issues in distance learning is effective communication between administration and the DLC (Owusu-Mensah, Anyan, & Denkyi, 2015; Pajibo, Asare, & Dzikunu, 2019). Without effective communication, there are additional challenges. 93
