ABSTRACT

Th is review of the research literature on faculty participation in online education updates the work done previously by Wolcott and Shattuck (2007). Participation is defi ned simply as teaching online for a U.S. higher education institution. Motivations will be categorized as intrinsic-that is, engaging in the activity is personally satisfying and viewed as a reward in itself-and as extrinsic-that is, responding to external (contextual) stimuli with benefi ts received from a source other than the activity. Th e review is organized by motivators (intrinsic and extrinsic) and demotivators for faculty participation in online distance education. An assessment of an evolving emphasis in the faculty participation literature is included. Th e concluding discussion considers the impact of faculty attitudes, values, and perceptions on decisions to participate in online teaching.