Introduction

Methods

Results

Discussion

Conclusions

References

Results

National survey results reveal the following most commonly cited reasons for teaching writing online. Note that these items are listed in order based on frequency of response.

• Convenience and flexibility
• Intellectual interest in online teaching/eLearning
• Asked to teach online or offered an online course
• Wanted to add online teaching to CV
• Students write extensively and diversely online

The author credits the anonymous nature of the survey with encouraging respondents to answer honestly, bringing to light family responsibilities and other issues not commonly addressed. Clearly, administrators and other stakeholders need to understand the personal and professional factors that are motivating faculty to teach online. In some cases, personal factors are primary. A respondent who has taught online as both a graduate student and an adjunct faculty member writes, "I wanted it on my CV, and as a single mother and full time grad student, finding time to teach classes during public school and childcare hours is a challenge. With asynchronous online classes, I can respond to students from home after my kids are asleep."

In other cases, faculty decisions are motivated by a combination of factors. A professor of English explains, "From researching and conducting research, students involved in an online or computer-assisted classroom write extensively instead of speaking extensively . . . . Also, the online environment supported the type of collaborative reality I was looking for in creating a writing environment. And, finally, since I have children, the online environment allows me to teach at home instead of at the office."

Interestingly, more than one respondent noted that eLearning was a good fit for his or her personality and teaching style. For example, an associate professor wrote, "I am the teacher version of the student who is a wall-flower in a traditional setting, but comes alive in the online environment."

Local survey respondents cited similar motivating factors, mentioning flexibility, invitations to teach online, and personal and scholarly interest in eLearning in their answers. Interview excerpts provide additional insight into the paths that lead faculty to teach writing online. Please press the play button to listen to an audio clip (.mp3). Each clip is approximately 1 minute and 30 seconds long.

Letizia Instructor of English		Todd Associate Professor of English