The Shift in Educational Technology

Advancements in educational technology have transformed teaching and learning processes (Pearsall, Hodson-Carlton, & Flowers, 2012). Faculty who excel in traditional classroom settings may find themselves inexperienced when transitioning to online teaching.

Adapting to Online Teaching

Faculty making the shift from in-person to online instruction need to reassess their roles and adapt their pedagogical strategies to enhance student learning (Ali et al., 2005; Richard et al., 2005; Ryan, Hodson Carlton, & Ali, 2005; Zsohar & Smith, 2008).

Challenges Faced by Faculty-at-a-Distance

An increasing number of faculty now work remotely from their institutions and rarely, if ever, interact face-to-face with administrators, colleagues, or students. While the faculty-at-a-distance nurse educator (FDNE) role can be appealing, it comes with its own set of challenges (Pearsall et al., 2012).

Addressing Attitudinal Barriers

Nurse educators and administrators have highlighted attitudinal barriers as significant concerns regarding the hiring, acceptance, and success of FDNEs. Faculty development must address these perceptions and promote excellence in nursing education by achieving the National League for Nursing nurse educator competencies.

Key Areas of Faculty Development

Effective faculty development should focus on several key areas:

• Instructional Design and Course Development
• Technology Management
• Workload and Time Management
• Role Reconceptualization
• Student Learner Development
• Student-Faculty Interactions and Socialization
• Assessment and Evaluation of Learner Outcomes (Halstead & Coudret, 2000; Lahaie, 2007b; Pearsall et al., 2012).

Assessing and Building Online Teaching Skills

Before embarking on online course development, faculty should evaluate their knowledge and comfort level with converting traditional courses into online formats and determine the necessary level of instructional design support. Developing expertise in online teaching is typically a gradual process and may initially seem daunting, even for experienced educators (Zsohar & Smith, 2008).

Continuous Professional Development

Regular educational sessions focusing on technology, time management, active learning strategies, and evaluation of learner outcomes throughout the academic year can help faculty build the skills needed to design and teach effective online courses.

Faculty Tenure and Promotion for Distant or Online Learning in Nursing Education

Evaluating Online Teaching Workload

A significant issue is how faculty are recognized for their efforts in developing and teaching online courses. New processes are needed to address the changing needs in workload, promotion, and tenure for online faculty (Kelly, n.d.). The debate continues on whether teaching online requires more or less time compared to face-to-face instruction (Van de Vord & Pogue, 2012).

Factors Influencing Time and Effort

The time required for online teaching varies depending on the faculty member’s skills and the course design. For instance, typing proficiency can impact the time spent on electronic communication in online discussions, while grading electronic submissions may be more time-consuming compared to traditional methods.

The Comparison of Online and Face-to-Face Teaching

Creating online course materials is often likened to making a movie, with courses prepared in advance and presented as a finished product. In contrast, face-to-face teaching is comparable to performing in a play, involving real-time delivery and interaction. Designing, recording, and programming lessons for online delivery can be time-intensive but allows for repeated use once completed.

Grading and Evaluation Challenges

Online grading often involves substantial time and effort, particularly due to the nature of assignments that may not lend themselves to objective testing. Online discussions also lack the time boundaries of face-to-face classes, potentially requiring extensive faculty involvement.

Impact on Promotion and Tenure

There are concerns that the focus on online teaching may affect productivity in other areas relevant to promotion and tenure. Institutions need to establish policies that reflect the value of online teaching, though these policies may vary across departments. Departmental leadership plays a crucial role in determining how online teaching is valued and rewarded.

The Issue of Contingent Faculty

The American Association of University Professors (AAUP) reported in 2009 that nearly 70% of faculty members were employed in non-tenure track positions (Committee on Contingency and the Profession, 2009). Contingent faculty, often teaching online, typically receive lower wages and may have limited job security. The AAUP advocates for organizing contingent faculty to address issues of academic freedom and employment conditions.

The Resistance to Change

Some faculty may resist changes that promote online teaching, potentially blocking adjustments to tenure and promotion policies. The receptiveness to these changes often reflects the climate and culture of the department, with department leaders playing a pivotal role in guiding and explaining the impact of online teaching on workload and career progression.