Özet:

The purpose of this study is to explore faculty online teaching satisfaction, using both quantitative and qualitative methods for examination. Data collection was completed using an online survey tool. Participants completed a survey that began with Wasilik and Bollinger’s (2009) 28-item instrument measuring online teaching satisfaction, and then participants were asked to provide answers to open-ended questions about satisfaction and overall online learning teaching quality. Findings from this study support the notion that online faculty satisfaction is multifactorial, and faculty satisfaction needs to be a key component in determining and/or improving overall quality of online programming. Factors noted in both qualitative and quantitative data sets that impact overall faculty satisfaction are reviewed, along with implications for practice, and future directions. As we move into the future of online learning and higher education, we are at a pivotal moment in determining gaps and future directions for online education. The significance of this study is to highlight current issues related to online teaching satisfaction and to provide areas of focus to minimize the barriers to successful online teaching and learning practices. 

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