Teachers Perceptions of Online Teaching and Satisfaction within a Private Organizational Setting - Dissertation Example

It stands to reason that, according to statistics maintained by the National Center for Education Statistics (NCES), nearly 4,200 U.S. institutions, or approximately 66% of ‘degree-granting postsecondary institutions, offered distance education courses to over 12 million students during the academic year 2006-07. Of these, 77% were enrolled in online courses, 12% in hybrid courses, and 10% in other types of courses (Institute of Education Sciences, 2007). Online education and teaching are also growing in K 12 schools.

This trend was shown by a national survey comparing online and blended learning conducted in the 2005-06 academic year (Picciano & Seaman, 2007). Another follow-up survey during 2007-08 showed a 47% rise from the previous survey, with over 1 million students enrolled in online learning nationwide (Ibid.). Drawing on national data compiled over six years, it has been predicted that no less than half of all high school courses will be online by 2019; before then, it is expected that about five to six million K 12 students (10% of the national total) will be taking classes online (Picciano, Seaman, & Allen, 2010).

Industry organizations such as the “International Association for K- 12 Online Learning” (iNACOL) believe online learning is more than a trend. It is revolutionizing global education, and those academic institutions with strong e-learning strategies will advance to help prepare students to reach their full potential in the digital age (Arora, 2009, p. 17). Education through online learning is presenting fresh opportunities for all students, despite learning abilities, background, income level, or location (Curran & Allen, 2006).

Statement of the Problem The dynamic state of online. Online education and teaching are also growing in K 12 schools. This trend was shown by a national survey comparing online and blended learning conducted in the 2005-06 academic year (Picciano & Seaman, 2007). Another follow-up survey during 2007-08 showed a 47% rise from the previous survey, with over 1 million students enrolled in online learning nationwide (Ibid.). Drawing on national data compiled over six years, it has been predicted that no less than half of all high school courses will be online by 2019; before then, it is expected that about five to six million K 12 students (10% of the national total) will be taking classes online.

Industry organizations such as the “International Association for K- 12 Online Learning” (iNACOL) believe online learning is more than a trend. It is revolutionizing global education, and those academic institutions with strong e-learning strategies will advance to help prepare students to reach their full potential in the digital age (Arora, 2009, p. 17). Education through online learning is presenting fresh opportunities for all students, despite learning abilities, background, income level, or location (Curran & Allen, 2006).

The dynamic state of online education has outpaced empirical research into the theory that applies to the area of teacher satisfaction. Even a moderately intensive search of the literature shows that more than half are devoted to student satisfaction, suggesting an overwhelming concern with market forces and revenue streams.