ABSTRACT
The trend toward web-based learning is altering the role of instructors in colleges and universities (Moskal & Dziuban, 2001) as they experience multiple role expectations that change quickly and dramatically. Although several initial conceptual models of faculty roles and satisfaction have been developed, and much of the emerging empirical research in ALNs has focused on both student and instructor behavioral aspects, the assessment of faculty roles and characteristics that influence their satisfaction with ALNs has received limited empirical attention. In this chapter, we review the literature addressing the ALNs, general education, and social systems to identify characteristics that appear to significantly influence faculty roles and satisfaction. At the individual faculty level, some of these characteristics include changes in role expectations, pedagogical approaches, and uses of technology. We then describe the role of educational institutions in this transformative process and how they might help faculty transition to greater and more effective participation in ALNs. Having laid the theoretical foundation, we then discuss initial results from some large-scale online learning adoption efforts with the SUNY Learning Network and the University of Central Florida, and address some potential implications that these activities may have on future ALN development efforts. We conclude the chapter by using these findings to develop a research agenda for faculty roles in and satisfaction with ALNs.
