A Study Of Teachers Perceptions Of Online Teaching And Satisfaction Dissertation

A Study Of Teachers Perceptions Of Online Teaching And Satisfaction Within A Private Organizational Setting - A Mixed Methods Study - Dissertation Example It stands to reason then that, according to statistics maintained by the National Center for Education Statistics (NCES), nearly 4,200 U.S. institutions or approximately 66% of ‘degree-granting postsecondary institutions, offered distance education courses to over 12 million students during the academic year 2006-07. Of these, 77% were enrolled in online courses, 12% in hybrid courses, and 10% in other types of courses (Institute of Education Sciences, 2007). Online education and teaching is also growing in K-12 schools. This trend was shown by a national survey comparing online and blended learning conducted in the 2005-06 academic year (Picciano & Seaman, 2007). Another follow- up survey during 2007-08 showed a 47% rise from the previous survey, with over 1 million students enrolled in online learning nationwide (Ibid.). Drawing on national data compiled over a span of six years, it has been predicted that no less than half of all high school courses will be online by 2019; b efore then, it is expected that about five to six million K-12 students (10% of the national total) will be taking classes online (Picciano, Seaman, & Allen, 2010). Industry organizations such as the â€Å"International Association for K- 12 Online Learning† (iNACOL) believe online learning is more than a trend. It is revolutionizing global education, and those academic institutions with strong e-learning strategies will advance to help prepare students to reach their full potential in a digital age (Arora, 2009, p. 17). Education through online learning is presenting fresh opportunities for all students, despite learning abilities, background, income level or location (Curran & Allen, 2006). Statement of the Problem The dynamic state of online... Online education and teaching is also growing in K-12 schools. This trend was shown by a national survey comparing online and blended learning conducted in the 2005-06 academic year (Picciano & Seaman, 2007). Another follow- up survey during 2007-08 showed a 47% rise from the previous survey, with over 1 million students enrolled in online learning nationwide (Ibid.). Drawing on national data compiled over a span of six years, it has been predicted that no less than half of all high school courses will be online by 2019; before then, it is expected that about five to six million K-12 students (10% of the national total) will be taking classes online. Industry organizations such as the â€Å"International Association for K- 12 Online Learning† (iNACOL) believe online learning is more than a trend. It is revolutionizing global education, and those academic institutions with strong e-learning strategies will advance to help prepare students to reach their full potential in a digital age (Arora, 2009, p. 17). Education through online learning is presenting fresh opportunities for all students, despite learning abilities, background, income level or location (Curran & Allen, 2006). The dynamic state of online education has outpaced empirical research into the theory that applies to the area of teacher satisfaction. Even a moderately intensive search of the literature shows that more than half are devoted to student satisfaction, suggesting an overwhelming concern with market forces and revenue streams.