| The purpose of this study was to explore the experiences of faculty who teach online courses and to identify factors that contribute to their overall job satisfaction. As online education continues to grow, the need for faculty who choose to teach online will also continue to grow. To understand faculty satisfaction with online teaching is critical in developing successful online programs.;The data for this study was collected from twelve faculty members at a small Midwestern technical institute; six of who teach solely online and six who teach both traditional and online courses. All interviews were audio-recorded, transcribed, vetted, and analyzed.;A phenomenological study was used in order to describe individual faculty members' experiences within an online classroom environment. Key themes such as fostering relationships, time management, and the use of technology were identified using bracketing, horizontalization, and a mind-map. Faculty who teach solely online cited communication with peers and administrators, balancing family and students, and staying focused as challenges. Faculty who teach both traditional and online courses identified timely communication with students as the biggest challenge they face.;The findings of this study implied that faculty are aware of differences between traditional and online courses specifically with regard to course design and delivery. Flexibility, communication, faculty development, team building, connectedness with students and acceptance within the institution were all identified as factors that had an impact on job satisfaction. Recommendations resulting from this study include strengthening faculty development opportunities to teach online courses, developing communication tools that foster camaraderie within the institution, and recognizing the value of online faculty members. It is essential that administrators address these needs in order for online programming to be successful. |
