IDT 846: Distance Education-Research Paper on Online Adjuncts

8/6/2019 IDT 846: Distance Education-Research Paper on Online Adjuncts

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Research PaperIDT 846Kate Prudchenko

Over the last two decades, advances in computer and online technologies resulted in the

creation of numerous telecommuting employment opportunities. One particularly fast growingfield with a lot of demand is distance education. Online courses are becoming increasingly morepopular in traditional colleges and universities and institutions are meeting this growing demandby hiring more part time online instructors. These faculty members rarely, if ever, come tocampus and often teach at many institutions simultaneously. Their pay is significantly less thanthat of full time faculty members and they do not receive any benefits such as health insuranceand sick days. As a result, many online adjuncts are prone to feelings of isolation anddisconnection that have an adverse effect on the quality of instruction that they provide theirstudents. Furthermore, with more traditional universities and community colleges offering onlinecourses, students are no longer limited to the higher education institutions that are located inclose proximity to their homes. They now have the choice to complete their degrees at similar

schools that provide them with higher quality education. Institutions that want to both savemoney by hiring online adjuncts and remain competitive by providing students with motivatedand engaged instructors must make an effort to make their part time distance faculty membersfeel valued. In particular, they should try to diminish their employees feelings of disconnectionby providing online training sessions that address instructional strategies and technology supportand open channels of communication.

Enrollments in online courses continue to grow at higher rates than the total highereducation student population (Allen & Seaman, 2010). Community colleges, for example,reported a 22% increase in distance education enrollments from fall 2007 to fall 2008(Instructional Technology Council, 2010). Naturally, these enrollment figures are driving thedemand for more faculty members and causing a significant increase in adjunct faculty (Tipple,

2010). In 2009, 67% of all community college faculty members were part time instructors(Center for Community College Student Engagement, 2009). Institutions are hiring moreadjuncts because they are significantly cheaper than full time faculty members and they areassigning them more online courses. For example, at four year universities, 32.4% of adjunctsand 22.2% of full time professors teach online courses, respectively (Seaman, 2009). Since parttime work does not provide employees with benefits such as health insurance and vacation, manyonline adjuncts, not surprisingly, indicate that they are unhappy with their compensation (Dolan,2011). Gulf Coast Community College (2011), for example, pays $572 per credit hour or $1716per three credit semester course. Instructors are rarely able to get assigned more than one or twoclasses per institution and must therefore seek additional courses elsewhere.

Traditional adjunct instructors are often dissatisfied with their part time positions and thisdissatisfaction is known to impact the quality of their work (Gordon, 2003). Their teaching skillsare considered inferior to those of full time faculty and they are often blamed for decreasing thequality of education offered by the institution as a whole (Gordon, 2003). Online adjunctinstructors face even more challenges. Their absence from campus can make them feel isolatedand disconnected from the institution that employs them. This disconnection is a major problemsince it has been suggested that employee motivation comes from a sense of affiliation with theirplace of work and from the feeling of being valued (Fukuyama, 1995). Furthermore, employeeswho do not feel positively connected to their colleagues and supported by the administration,


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have negligible or nonexistent commitment to the department and the institution as a whole(Roberts, Thomas, McFadden, and Jacobs, 2006). These individuals are less motivated to workhard, less focused on their teaching, and less committed to their students (Fouche, 2005). Andwhile enrollment in online courses is on the rise, student retention remains a problem. Instructorshave to be able to create an engaged online classroom and their ability and motivation to do so is

largely dependent on their own connection to the institution. Therefore, institutions that wouldlike to improve the quality of instruction, decrease turnover rates and minimize the costsassociated with hiring new instructors but make online adjuncts feel valued. If they cannot do soby increasing their compensation, then they must do so by addressing and helping theiremployees overcome their feelings of disconnection.

One of the major reasons for online adjunct facultys feelings of isolation is the lack ofcommunity in their work environment. Distance education adjuncts work from home and oftenteach courses at numerous colleges simultaneously. Their natural feelings of isolation arepromoted when they do not have a reasonable amount of interaction with their colleagues andadministrators (Dolan, 2011). Furthermore, while technology may facilitate dialogue andknowledge exchange it does not by itself create a community (Helms & Raiszadeh, 2002).

Therefore it is up to the institution and the administrators to open channels of communication inorder to facilitate trust and loyalty in their employees.Once an institution is committed to creating a sense of community for its employees, it

must begin by addressing the needs of those employees. In particular, various research indicatesthat online instruction is different from traditional instruction in that online instructors have tofulfill different roles and competencies (Berge, 1995; Goodyear, Salmon, Spector, Steeples, &Tickner, 2001; Ragan, 2009; Smith, 2005; Varvel, 2007). For example, one of the factors thatmake experienced online instructors more effective than new online instructors is their ability toplay various roles. Experienced online instructors are able to enact social, managerial, andpedagogical roles in order to engage learners but novice instructors generally only enact socialand pedagogical roles (Morris & Finnegan, 2008-2009). Thus the ability to gain certain insightsinto the online teaching process would greatly ensure novice online instructors success indelivering effective instruction.

One of the ways that institutions can both promote a sense of community in theirremotely located part time employees and address their inexperience in teaching online isthrough appropriate training seminars. Unfortunately, few of them do. 19% of institutions do notoffer novice online adjuncts any training (Shattuck, Dubins, & Zilberman, 2011). Of the 81% ofinstitutions that do, 65% offer optional training in the form of internal on-campus sessions orinformal on-campus mentoring sessions (Allen & Seaman, 2010). While periodic face to facemeetings help build emotional ties between telecommuting employees and the institution, thisapproach is not realistic for online adjuncts (Dolan, 2011). They are online part time employeeswho are located hundreds or thousands of miles from campus. Instead of making trainingoptional or reimbursing travel expenses, institutions should instead deliver training online.

Many new online instructors have no previous experience with online classes, either asteachers or students, and many are concerned with the lack of professional development thattheir positions offer them (Blodgett, 2008). Furthermore, many online adjuncts also indicate theneed for training in the use of online formats (Dolan, 2011). Thus by providing them with formalbut flexible online training seminars, institutions will create a space for online instructors toconnect with their colleagues and the administration, learn about technology and online teachingstrategies, and experience online instruction from the students point of view.


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Furthermore, institutions can also use these online training sessions to address otherissues that telecommuting faculty members face. Faculty members who work not only part timebut also remotely do not feel the same sense of loyalty to their employer as traditional on-campusfaculty members. They are often employed by more than one institution and are likely to workharder and be more engaged with students at the institution where they feel more valued. Thus

institutions that take the time to make their online adjuncts feel like they are an important part ofthe schools community will likely increase their quality of the classes, decrease faculty turnoverand increase student retention.

One way that online training sessions can facilitate a sense of community is byencouraging communication. Administrators should take advantage of telecommutingtechnologies to facilitate social bonds with and among their telecommuting employees (BrignallIII & Van Valey, 2005). In particular, they should use online training sessions to introduceeveryone to each other and encourage them to contact one another throughout the semester.Research indicates a correlation between frequency of communication and commitment to theinstitution, a sense of affiliation with the school, and degree of interpersonal trust (Marshall,Michaels, & Mulki, 2007). In particular, online adjuncts indicate that they want to be more

informed about various campus issues like news and events that may apply to their students(Dolan, 2011). They also want to be more informed about changes and developments in thetechnology that they use for the course in order to stay current and take advantage of the newfeatures. These communications however do not always have to be specifically work related.Institutions should not underestimate the importance of creating opportunities for casualinteractions (Dolan, 2011). Social networking sites, for example, are great tools to get to knowcolleagues on a more personal level without specific and particular direct contact. These types ofcasual exchanges create a level of comfort for people communicating at a distance and facilitatea sense of belonging. Furthermore, they encourage stronger connections to the schoolscommunity and promote not only student but also faculty retention.

Opening up channels of communication is essential to encouraging interaction. Variousresearch on motivational, pedagogical, and economic costs and benefits of interaction indicatesthat interaction is essential to the success of a distance education course (Garrison, 2000;Holmberg, 1991; Moore & Kearsley, 1996; Anderson & Garrison, 1995; Henri & Rigault, 1996;Saba & Shearer, 1994; Soo & Bonk, 1998). Limited interaction results in poorer studentmotivation, retention and learning. The same thing can be said about interaction among onlineadjuncts, their colleagues, and the administrators. Limited interaction opportunities aredetrimental to employee morale and result in lower quality of instruction for students (Dolan,2011). Thus online training sessions should emphasize interaction in order to demonstrate goodonline teaching practices to online adjuncts.

Besides engaging in communication and interaction, administrators should also provideonline adjuncts with feedback. Feedback is essential in any work environment because it reducesfeelings of isolation and insecurity (Connor, 2003). While online training seminars are aninappropriate forum for this private input, they do set the stage by introducing the adjuncts to theindividuals providing them with feedback. Employees are more receptive to input when it comesfrom people they know and trust. Thus establishing familiarity in the training session will makeinstructors more comfortable to receive feedback and more likely to follow through with anysuggested changes to their behavior.

Administrators should also avoid contacting instructors exclusively to address problems.Online adjuncts indicate that the only contact that get from administrators during the semester is


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feedback regarding poor performance (Dolan, 2011). This type of continuous negative feedbackpromotes feelings of isolation if it is not accompanied by additional situation appropriate praise.If additional positive feedback throughout the semester is not possible, administrators shouldprovide employees with performance evaluations that address both their strengths andweaknesses, on a semi-annual or regular basis.

Conclusions

Part time distance education faculty members rarely, if ever, come to campus and oftenteach at many institutions at once. Thus they place a particular emphasis on constant and clearcommunication with their administrators. The solitary nature of their jobs encourages feelings ofdisconnection and isolation from the schools community and as a result they require even moreinput and feedback from the administration than other employees. Many online adjuncts alsohave little or no prior online teaching experience. Online teaching requires different instructionalstrategies and requires faculty members to fulfill additional social and managerial roles. Beingeffective classroom teachers is not necessarily enough to make experienced educators effectiveonline instructors. Thus new online faculty members require a degree of support from the

administration in order to ensure their effectiveness in the distance learning classroom.The primary concern for remotely located faculty members is communication. Inparticular, they indicate a need for clear and frequent communication from administrators so thatthey can provide the same thing to their students. The physical distance between onlineinstructors and their classroom requires a stable technology in order to effectively communicatewith their students. As a result, online instructors rely on a reliable and easy to use learningmanagement system. The learning management system and its appropriate technology supportare just some of the aspects of the course that are organized by the administrators that requireconstant communication in form of updates to ensure the success of the online instructorseffectiveness.

A great way for higher education administrators to facilitate communication and topromote stronger connections within the institution is to conduct online training sessions.Training sessions conducted using videoconferencing technology such as Polycom or AdobeConnect will provide remotely located employees with face to face contact with each other andtheir administrators. They will allow instructors to become familiar with the technology and/orlearning management system and to learn effective online instruction strategies. Besidesrequiring no travel time or expenses, online training sessions are also more appropriate for onlineinstructors than traditional on-campus training courses because they give them the opportunity toexperience online instruction from their students point of view.

Institutions that are looking for ways to save money and optimize the quality of theireducation should invest in online training for their growing numbers of online part timeinstructors. These inexpensive alternatives to on-campus training strengthen social bonds byallowing remotely located instructors build connections and feel a sense of community with theircolleagues and the school. Training sessions should encourage attendees to contact andcommunicate with one another using email and social networking sites. These tools assist indecreasing feelings of isolation and disconnection and increase feelings of loyalty andcooperation. Since social connections to peers is a strong predictor of job satisfaction (Putnam,2000), institutions should go out of way to create and foster these inexpensive ways of providingtheir underpaid part time employees with a sense of value. Employees who experience increasedfeelings of familiarity and belonging and a stronger sense of trust with their institutions become


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more reliable, motivated and dedicated instructors. As a result, institutions benefit by increasingstudent satisfaction and student and online adjunct retention.

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IDT 846: Distance Education-Research Paper on Online Adjuncts

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