Supporting Online Faculty through a Sense of Community and Collegiality

Authors

  • Aimee LaPointe Terosky Saint Joseph's University
  • Chris Heasley Drexel University

DOI:

https://doi.org/10.24059/olj.v19i3.673

Keywords:

Online faculty, sense of community, collegiality, professional development

Abstract

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants’ communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.

Author Biographies

Aimee LaPointe Terosky, Saint Joseph's University

Assistant Professor, Educational Leadership

Chris Heasley, Drexel University

Executive Director, University Housing

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Published

2014-12-23

Issue

Vol. 19 No. 3 (2015)

Section

Faculty Issues

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