How faculty’s satisfaction with teaching online relates to synchronous/asynchronous communication
Abstract: Faculty’s satisfaction is a crucial factor to determine the success of online learning. However, faculty is less satisfied with and less enthusiastic about teaching online than teaching in a classroom (Whittier, 2009). Some researchers suggest that increasing the amount of synchronous format of communication might be a solution for improving faculty satisfaction (Whittier, 2009). However, very few studies have provided solid evidence on the correlation between the amount of synchronous/ asynchronous communication and faculty’s satisfaction with online teaching. The proposed research project aims to fulfill this knowledge gap. This project is still in progress. Both quantitative and qualitative data will be gathered and analyzed. Electronic surveys will be delivered to online faculty at selected universities and focus group discussions will also be administered. The results of this research will contribute to recommending better course design practices that could improve faculty’s online satisfaction.