Discussion
Respondent Populations
Interpreting the data proves challenging because so many factors are at work here. It may be most useful to consider what the results say about specific populations before more general observations are made. For example, the author's data analysis reveals that many online writing instructors are teaching assistants (TAs) at public research institutions (27%).
Blakelock and Smith (2006) suggest that TAs generally teach online "within a closely mentored system." Although a number of national survey respondents report participating in apprenticeships, results do not suggest that all TAs necessarily undergo more formal training procedures than other populations before teaching online for the first time. TA respondents also report little administrative interest or oversight. Graduate students do, however, appear to have more opportunities to observe and learn from others.
In terms of motivation, many TAs understandably appreciate the flexibility that online teaching allows. Convenience and intellectual interest were the most commonly cited reasons for teaching writing online. Online teaching experience can also become a line on a graduate student's curriculum vitae, something that several cite as being advantageous in today's job market.
Graduate TAs who responded to the national survey call for more training and resources, support for online teaching that recognizes the time that it takes to develop and teach online writing courses, and access to sample syllabi. One TA asks that departments "promote [online teaching], define it, and develop guidelines," a sentiment that is echoed by another TA respondent.
The TA responses raise questions about whether teaching assistants who land tenure-track positions will continue to teach writing online at their new institutions, whether they will teach online to supplement their income until they attain a tenure-track position or permanent employment, whether some will decide to teach at for-profit online institutions, and whether eLearning pedagogy will become a standard topic of study in TA training programs. It will be interesting to see how graduate student interest in online teaching shapes the future of eLearning in writing and English studies programs.
* * * * *
In the national survey, 30% of respondents identify themselves as instructors or adjuncts, and instructors make up the majority of local survey respondents (three out of five). Convenience followed by intellectual interest are the most commonly cited factors that motivated members of this population to teach writing online. Some respondents mention the marketability of online teaching skills. Most respondents report that training for first-time online teachers was voluntary and technology-focused and that administrators have not expressed interest in online writing courses. In contrast, the three respondents from private online institutions all report mandatory training and administrative oversight.
If segments of the instructor population are overloaded, underpaid, and only minimally affiliated with the life of the university for these and other reasons, it may be logistically difficult to offer professional development opportunities that are convenient and inviting. Yet the sheer number of instructors and adjuncts responsible for online writing courses should compel department administrators to find some way to reach this population.
The respondents themselves call for support in the form of mentoring, discussion opportunities, and administrative involvement. One instructor urges departments to "set up meetings for mentoring and have someone checking in to make sure classes are being taught properly." Another notes that it would be useful for departments to "set up a working community of online teachers so we could meet to share experiences."
* * * * *
Responses from tenure-track faculty (32% of national survey respondents, two out of five local survey respondents) proved to be quite heterogeneous, although commonalities among all respondent populations does exist. Tenure-track faculty of all ranks report that they began teaching writing online for a wide variety of personal, intellectual, situational, and institutional. Intellectual interest (often tied to issues of writing pedagogy) was a commonly cited motivation, and several respondents mentioned flexibility. All tenure-track faculty respondents report having had access to training before teaching online the first time. Many of them took part in voluntary training. Training was mandatory for only two respondents in this category.
The most significant difference between tenure-track faculty and the other respondent populations is the amount of administrative interest that they report. Only one tenure-track faculty respondent reports that departmental and university administrators have expressed no interest whatsoever in his online course. All other respondents describe varying degrees of administrative involvement, including observations and evaluations.
For reasons that the author cannot determine, a number of tenure-track faculty did not respond to the survey question about how their departments or institutions could better support online teaching. Perhaps this is tied, in part, to Blakelock and Smith's (2006) suggestion that "institutions with richer technology use profiles, such as those where senior faculty teach online, also tend to have more sophisticated and varied support measures." Those that did respond mention a wide variety of possibilities—formal training, a greater focus on quality, mentoring programs, better evaluation procedures, and attention to policy issues to name a few. Two respondents chose to focus on ways in which TAs and adjuncts could be better supported instead of talking about support for tenure-track online writing instructors.
Discussion, continued > |