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Development and Validation of the Online Instructor Support Survey (OISS)

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Bibliographic Details
Title: Development and Validation of the Online Instructor Support Survey (OISS)
Language: English
Authors: Kumar, Swapna, Ritzhaupt, Albert, Pedro, Neuza Sofia
Source: Online Learning. Mar 2022 26(1):221-244.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Test Construction, Test Validity, Online Courses, Teacher Student Relationship, Educational Technology, Technical Support, Curriculum Development, Rewards, Teacher Administrator Relationship, School Policy, College Faculty, Teacher Attitudes, Factor Analysis
ISSN: 2472-5749
Abstract: Online instructors play a critical role in online student success and need various forms of institutional support to succeed in online teaching. This article describes the creation, validation, and results of the Online Instructor Support Survey (OISS) based on seven areas identified in the literature: (a) technology infrastructure; (b) technical support; (c) online course development and teaching; (d) instructor rewards and incentives; (e) administrative and academic support; (f) institutional policies and culture; and (g) program and legal support. Online instructor (N = 275) responses highlighted areas of support that are largely prevalent and areas where further support and awareness of such support is needed at higher education institutions. A 7-factor model explained 67% of the variance in these data. A discussion and limitations are provided.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1340524
Database: ERIC
Description
Abstract:Online instructors play a critical role in online student success and need various forms of institutional support to succeed in online teaching. This article describes the creation, validation, and results of the Online Instructor Support Survey (OISS) based on seven areas identified in the literature: (a) technology infrastructure; (b) technical support; (c) online course development and teaching; (d) instructor rewards and incentives; (e) administrative and academic support; (f) institutional policies and culture; and (g) program and legal support. Online instructor (N = 275) responses highlighted areas of support that are largely prevalent and areas where further support and awareness of such support is needed at higher education institutions. A 7-factor model explained 67% of the variance in these data. A discussion and limitations are provided.
ISSN:2472-5749