Instructor learning styles as indicators of online faculty satisfaction

  • Mclawhon R
  • Cutright M
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The purpose of this study was to determine the relationship between instructor learning style/preference and online faculty job satisfaction. Learning style was assessed using the Readiness for Education At a Distance Indicator (READI) now called Smarter Measure. Online faculty job satisfaction was assessed using the National Study of Postsecondary Faculty (NSOPF) job satisfaction questions. Analysis of variance was used to determine whether there was a difference in satisfaction based on individual instructor learning preference(s). The sample population (N=110) consisted of online faculty members in one large community college district. A significant difference in satisfaction with equipment and facilities was found based on instructor learning preference. Implications and recommendations for future practice and research are presented, including considerations for international application.

Author-supplied keywords

  • Distance learning
  • Faculty satisfaction
  • Learning styles
  • Online faculty

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  • PUI: 366344103
  • ISSN: 11763647
  • SCOPUS: 2-s2.0-84871531753
  • SGR: 84871531753
  • ISBN: 1436-4522


  • Ryan Mclawhon

  • Marc Cutright

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