| The purpose of this study was to determine if a relationship existed between the seven predictors: competency, time, resources, participation, institutional rewards, intrinsic rewards, course management delivery platform, and the level of satisfaction among higher education faculty members with developing and teaching fully online courses. Multiple regression analyses were conducted for both research question one and two. The results for question one indicated intrinsic rewards, competency, and course management delivery system were significant, p < .05, for faculty members' satisfaction with developing fully online courses in this study. The predictors of participation, institutional rewards, resources, and time were not significant. The results for research question two indicated intrinsic rewards and competency were significant, p < .05, for faculty members' satisfaction with teaching fully online courses in this study. The predictors of time, resources, participation, institutional rewards, and course management delivery system were not significant. The qualitative data supported the results of research questions one and two. However, the qualitative data did indicate that the predictors of time, resources, participation, and institutional rewards do have relevance and meaning in terms of faculty members' satisfaction with both developing and teaching fully online courses.; A one-way analysis of variance were used to analyze research question three to see if any of the demographic variables selected for the study affected the satisfaction of faculty with developing fully online courses. A one-way analysis of variance was also conducted for research question four examining if any of the selected demographic variables had an impact on the satisfaction of faculty with teaching fully online courses. The demographic variables investigated were: (a) gender, (b) ethnic group, (c) highest academic degree, (d) academic rank, (e) age, (f) number of years in higher education, (g) number of years faculty spent developing or teaching fully online courses, and (h) course management systems used by faculty. In this study, none of the demographic variables were significant in affecting the level of satisfaction of faculty members with developing or teaching fully online courses. |
