Scholars in Solitude
I started with Keating’s text,1 the table of contents of which listed a chapter on Distance Education. Hmm, I thought, there must be something there. Several sections were enlightening and could very easily provide guidance for faculty-student interactions, but not so much for faculty to faculty. Granted, the basis for the text is curriculum development, so I am not denigrating the work; I just hoped a chapter on program development would include something on developing faculty networks.
As my search continued, I found the Online Journal of Distance Learning Administration. Notable was research presented by Bower,2 who described findings of an American Faculty Poll conducted in 2000 noting that “direct engagement with the students is one of the most important factors” in an educator’s decision to pursue an academic career.3 In this poll, a flexible work schedule was viewed as very important by 60% of those surveyed; those of us who are engaged in distance education have the most control (I would submit) over our schedules. But there was no evidence that faculty who taught online were represented in that survey—and no discussion of faculty-to-faculty connections.
Despite repeated searches, I found a paucity of research regarding socialization (or lack thereof) among faculty teaching in the online environment. In her dissertation, Heilman4 addressed perceptions of satisfaction with online teaching. One element she researched was faculty/peer relationships. Her participants noted that “networking and sharing with other online faculty members who work in another location” enhanced their satisfaction, but several noted that “lack of interactions or feeling isolated from their peers” diminished their satisfaction with online teaching. In reading their comments, I formed the impression that the interactions were initiated by the individual faculty, rather than facilitated by the institution.
Recently, I have seen blog posts addressing the issue of transforming clinicians to academics. There is a universal understanding that being an expert clinician does not necessarily mean you are a proficient educator. Moreover, transitioning from a face-to-face system to an online environment can be intimidating. Faculty, especially those new to the role, may need additional support.
Having an internal social network for online faculty is a means to achieving a supportive community and building a mentoring culture within an institution. A faculty member who has a sense of connectedness to other faculty (onsite and online) is as important to the successful online environment as is the development of a sense of community for students. The community must serve to enhance learning and teaching for both groups.
There are several published guidelines for successful online teaching—that is, what faculty can do for students. I have taken those principles, modified them, and applied them as suggestions for improving the socialization of faculty. With recognition of those who devised them5,6 and acknowledgement of the poetic license applied, here they are:
• Encourage faculty-to-faculty contact outside mandatory meetings
• Encourage faculty collaboration beyond course/institutional requirements
• Provide for live, interactive events that are fun.
With the ever-increasing number of educational institutions providing online programs (now at about 89%7), it is imperative that we as faculty and program administrators include socialization as a component of faculty orientation and training. What better than a connected faculty to enhance student achievement?
When we’re on site, my faculty colleagues and I plan dinner together. During commencement week, laughter and camaraderie from “unofficial” social activities allow us to relax, celebrate another successful class, and form memories that we carry with us throughout the year. What about your institutions? Please share your ideas about “staying connected” to colleagues in a digital environment by writing to NPEditor@frontlinemedcom.com.
References
1. Keating SB. Curriculum Development and Evaluation in Nursing. Philadelphia, PA: Lippincott Williams and Wilkins; 2006.
2. Bower BL. Distance education: facing the faculty challenge. Online J Distance Learning Admin. 2001;4(2).
3. Sanderson A, Phua VC, Herda D. The American Faculty Poll. Chicago: National Opinion Research Center; 2000.
4. Heilman JG. Higher education faculty satisfaction with online teaching [dissertation]. 2007. https://hdl.handle.net/2152/3796. Accessed February 15, 2016.
5. Koeckeritz J, Malkiewicz J, Henderson A. The seven principles of good practice: applications for online education in nursing. Nurse Educ. 2002;27(6):283-287.
6. Chickering AW, Gamson ZF. Seven principles for good practice in undergraduate education. AAHE Bulletin. 1987;39(7):3-7.
7. Parker K, Lenhart A, Moore K. The Digital Revolution and Higher Education: College Presidents, Public Differ on Value of Online Learning. Washington, DC: Pew Research Center; 2011.
