Measuring Motivation for Online Teaching and Learning in Higher Education

• In Event: Motivation in Online Learning Environments

Abstract

This study examined motivation for online teaching and learning in higher education, focusing on three key constructs: Efficacy for Online Teaching, Perceptions of Online Learning, and Perceptions of Administrative Support. Using the Online Teaching Motivation Scale (OTMS), data were collected from 304 faculty members across various institutional types, student populations, and teaching modalities. Results indicated significant differences in motivation based on gender and institutional type. Female faculty reported more favorable perceptions of administrative support than male faculty. Additionally, faculty at private four-year institutions reported significantly lower perceptions of online learning and overall motivation compared to those at public four-year institutions. These findings highlight how institutional context and demographic factors influence faculty motivation, offering implications for PD and faculty support.

Authors

• Julie Brockman Smart, Anderson University

• Anna Henshaw Morrison, Clemson University

• Luke Bennett, Baylor University

• Daphne Wiles, Clemson University