Motivators and Inhibitors for University Faculty in Distance and e-learning

Ruth Gannon Cook, Kathryn Ley, Caroline Crawford and Allen Warner
British Journal of Educational Technology Vol 40 No 1 2009 149–163

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The
fourth study in 2003 reported key findings that differed fromthe earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education.The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.