The rise of the teleworker: false promises and responsive solutions

The purpose of this exploratory study was to gain a better understanding of how to provide learning opportunities to improve teaching practices for the increasing numbers of academics who are choosing to work online from remote offices, sometimes called e-academics, remote workers, or teleworkers. The objectives of the study were twofold: (1) to explore structures that can encourage the improvement of teaching practices and (2) to do so in ways that will overcome many of the unique participation barriers for teaching practitioners (e.g., academics, tutors/adjuncts) who are working off campus. Through descriptive and factor analyses, the results of this study provide suggestions for structures and practices which can be managed skillfully to create an environment that provides continuous learning opportunities to improve teaching for the rising numbers of e-academics.

[1]  Philip Barker,et al.  On Being an Online Tutor , 2002 .

[2]  M. Finkelstein,et al.  Developing senior faculty as teachers , 1993 .

[3]  Linda Price,et al.  Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies , 2011 .

[4]  Shirley Bennett,et al.  Are We Expecting Online Tutors to Run Before They Can Walk? , 2002 .

[5]  Ruth Beyth-Marom,et al.  Identification, Job Satisfaction and Work Motivation among Tutors at the Open University of Israel. , 2006 .

[6]  Abd El-Rahman,et al.  Improving the quality of student learning , 2003 .

[7]  Mary Thorpe,et al.  Rethinking Learner Support: The challenge of collaborative online learning , 2002 .

[8]  Nancy B. Kurland,et al.  Telecommuting, professional isolation, and employee development in public and private organizations , 2002 .

[9]  Pam Miller,et al.  Faculty Development as Community Building , 2006 .

[10]  Wanjira Kinuthia.  Planning Faculty Development for Successful Implementation of Web-Based Instruction , 2005 .

[11]  Michael Prosser,et al.  Student evaluations of teaching and courses: Student learning approaches and outcomes as criteria of validity , 1991 .

[12]  L. Schrum,et al.  Distance Education at UAS: A Case Study , 2005 .

[13]  John P. Meyer,et al.  Commitment in the Workplace: Theory, Research, and Application , 1997 .

[14]  Fred A. Mael,et al.  Alumni and their alma mater: A partial test of the reformulated model of organizational identification , 1992 .

[15]  R. Dale,et al.  Schooling and Capitalism: A Sociological Reader , 1976 .

[16]  Myrna J. Smith,et al.  Revitalizing senior faculty through statewide efforts , 1993 .

[17]  Alain Pinsonneault,et al.  The Impacts of Telecommuting on Organizations and Individuals: A Review of the Literature , 2001 .

[18]  Tom Jones.  Support for the virtual professor: future challenges , 2004 .

[19]  N. Johnson,et al.  Telecommuting and Virtual Offices: Issues and Opportunities , 2000 .

[20]  Fred Lockwood,et al.  Staff development needs and provision in Commonwealth countries: Findings from a Commonwealth of learning training impact study , 2004 .

[21]  Jane E. Harrison.  The Quality of University Teaching: Faculty Performance and Accountability. A Literature Review. Professional File, Spring 2002. , 2002 .

[22]  H. Bauder.  The Segmentation of Academic Labour: A Canadian Example , 2005 .

[23]  P. J. Palmer,et al.  The Courage to Teach , 1997 .

[24]  John P. Meyer,et al.  AFFECTIVE, CONTINUANCE, AND NORMATIVE COMMITMENT TO THE ORGANIZATION: A META-ANALYSIS OF ANTECEDENTS, CORRELATES, AND CONSEQUENCES , 2002 .

[25]  N. Entwistle,et al.  Understanding Student Learning , 1983 .

[26]  R. Barnett.  Learning to Effect. , 1992 .

[27]  Cheuk F. Ng.  Academics Telecommuting in Open and Distance Education Universities: Issues, challenges and opportunities , 2006 .

[28]  Maria Ferris,et al.  Does it matter where you work? A comparison of how three work venues (traditional office, virtual office, and home office) influence aspects of work and personal/family life , 2003 .