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The BRC Academy Journal of Education Volume 6 Number 1 , Instructor Satisfaction and Motivation in Online Teaching Environments: A Job Design Framework
Research that compares online and traditional classroom instruction
is plentiful but focuses mostly on student satisfaction and
learning outcomes. Despite advancements in online learning
management systems, proliferation of personal devices adapted for
online learning, increasing demand for flexible degree programs,
and institutional pressure to offer more online courses, many
instructors resist the transition to teaching online. Research that
addresses instructors’ satisfaction and motivation to teach online is
therefore important. Few models link satisfaction to the work characteristics
or provide suggestions for improvement. We propose
that the nature of the work itself influences instructor satisfaction
and motivation to teach online. We therefore evaluate online
instructor satisfaction and motivation using the well-accepted
core characteristics job design model (Hackman, Oldham, Janson,
& Purdy, 1975), and offer job design prescriptions that increase
instructor satisfaction and motivation to teach online.
