Perceptions of Online Teaching Among Faculty at a Medium-Sized Liberal Arts University

Abstract

An academic institution employed a diverse array of research methodologies in order to address gaps in knowledge regarding instructors' utilisation and involvement with online learning environments. The main objective of this research was to analyse and differentiate the perspectives on online teaching strategies among professionals in liberal arts education employed at a university of medium size. The survey was completed by a total of seventy-nine individuals, providing both quantitative and qualitative data. An examination of faculty members' perspectives on online education yielded six major themes. A significant majority of respondents reported that seventeen out of the twenty-one quantitative characteristics studied had an impact on their participation in online training. While students have a natural inclination towards online learning, the poll participants expressed the need for comprehensive monitoring measures. The key factor leading to this outcome is the general public's perception that online education diverges from traditional teaching approaches. The ultimate selection was impacted by the need to enhance academic resources, develop technologies, and expand infrastructure, as well as the particular preferences of the members. This study is centred around examining considerations and exploring potential areas for further research.

Keywords: Mixed-methods survey; liberal arts education; online instruction; instructors' perspectives on these topics