{"id":1541,"date":"2020-09-28T09:00:53","date_gmt":"2020-09-28T16:00:53","guid":{"rendered":"http:\/\/ecampus.oregonstate.edu\/news\/?p=1541"},"modified":"2024-08-13T13:10:32","modified_gmt":"2024-08-13T20:10:32","slug":"online-teaching-interview-results","status":"publish","type":"post","link":"https:\/\/ecampus.oregonstate.edu\/news\/online-teaching-interview-results\/","title":{"rendered":"Why continue to teach online? Interview results from experienced online instructors"},"content":{"rendered":"

While online education is often considered fairly new, some institutions have been offering online courses and programs for over a decade. Among these is Oregon State University Ecampus, where I currently work as a postdoctoral scholar. Since Oregon State has been offering online education for more than 20 years, our research unit decided to conduct a qualitative study where we interviewed faculty from diverse disciplines who had been teaching online for 10 years or more<\/a>. The interviews we conducted in 2018-19 asked a series of questions about instructors\u2019 perspectives and experiences teaching online, as well as lessons learned over time. You can\u00a0learn more about the study<\/a>\u00a0and read about\u00a0other results from this study<\/a>.<\/p>\n

In our interviews, one question we asked these experienced online instructors was,\u00a0\u201cWhat has kept you teaching online?<\/strong>\u201d We conducted qualitative analysis of their responses to this question. Considering that this blog post is being published during the time of COVID-19, it is important to note that some of the current forms of educating, such as emergency remote instruction, may differ from the kind of online learning that Oregon State Ecampus provides (e.g. Riggs, 2020).<\/p>\n

However, I believe that sharing this information can be used to support higher education professionals as we, the higher education field, move forward, both during and after the pandemic. More specifically, I hope that reading about these instructors\u2019 motivations to keep teaching online may enlighten others as they tackle multiple forms of educating, using multiple modalities, such as remote, online, blended, or others, in the future.<\/p>\n

Key takeaway #1<\/h2>\n

Instructors kept teaching online because they were passionate about teaching in general<\/h3>\n

As I was coding the instructors\u2019 responses to the question, \u201cWhat has kept you teaching online?\u201d and discussing coding and themes with my team, something that struck me was that many of the themes were not specific to online education<\/strong>. Instructors expressed that the following factors had kept them teaching online for 10 years or more:<\/p>\n

Instructors expressed \u201cintrinsic interest\u201d in the content that they taught.\u00a0<\/strong>The instructors in this study represented diverse backgrounds and disciplines. However, across fields of study, instructors expressed \u201cinterest\u201d and \u201clove\u201d for both the courses they taught, as well as their fields as a whole. They enjoyed \u201cconstantly thinking\u201d about their content area, updating their courses to \u201ckeep them fresh,\u201d and \u201ckeeping their toe in\u201d areas of interest.<\/p>\n

Instructors showed passion for teaching and pedagogy.<\/strong>In addition to expressing interest in particular content areas, some instructors also expressed passion for teaching methods and pedagogy. For example, one said, \u201cI really like teaching. I really like pedagogy. I really like understanding what works, how the brain works. I think that is just my passion in life.\u201d This instructor was one of several who expressed motivation to continuously learn and apply teaching methods as they taught.<\/p>\n

Instructors appreciated how teaching facilitated new ideas and viewpoints within their content areas. <\/strong>Instructors also described how teaching their online courses helped them think about their content areas in different ways. For example, one instructor said that teaching online kept them \u201cup-to-date and engaging with other smart people.\u201d Other instructors said that teaching online helped them connect theory and practice in their fields, improve their teaching skills across the board (both online and in person), and engage in their content area differently than they would doing other responsibilities, such as conducting research.<\/p>\n

Instructors enjoyed seeing their students learn, grow, and succeed. <\/strong>Instructors were inspired by witnessing their online students learn concepts within their courses, as well as progress through online degree programs. As one instructor said, \u201cwe are helping these people to be empowered, to better themselves\u2026 to receive the privilege of a college education.\u201d Another instructor said that seeing students grow throughout a term provided \u201cso much reward.\u201d<\/p>\n

As the themes above illustrate, part of the reason why\u00a0these instructors continued to teach online for over 10 years was because\u2026 they were passionate about teaching in general<\/strong>. During a time when instructors have been, and are being, asked to teach using modalities that they may not be familiar with, I think it is relevant to highlight that the above motivations could apply to in person, as well as online, or remote, education.<\/p>\n

Key takeaway #2<\/h2>\n

Instructors kept teaching online because online teaching provided different benefits than in-person teaching<\/h3>\n

Another general take-away that I contemplated as we were analyzing instructors\u2019 responses to,\u00a0\u201cWhat has kept you teaching online?\u201d\u00a0<\/em>was that\u00a0many of the instructors were highlighting benefits that generally do not apply to in-person teaching.<\/strong>\u00a0The following were specific benefits these instructors emphasized related to teaching online:<\/p>\n

\"Headshot

Rebecca Thomas is a postdoctoral scholar for the Oregon State Ecampus Research Unit.<\/p><\/div>\n

Instructors appreciated the flexibility teaching online allowed, in both their personal and professional schedules. <\/strong>For example, instructors highlighted that they could set their own work hours, and rearrange them depending on their other responsibilities. Additionally, several instructors traveled as part of their lifestyle, and appreciated that they could teach online as they were traveling. For example, one said, \u201cI\u2019m a recording artist myself so sometimes I\u2019m touring and I\u2019m in a new city. Doesn\u2019t matter. I can still be working with everybody.\u201d Another instructor mentioned that this flexibility made it easier to complete experiments and travel to professional conferences.<\/p>\n

Instructors enjoyed connecting with diverse groups of students in their online courses, many of whom differed in background, experience, and lifestyle from their campus students. <\/strong>Many instructors stated that their online students tended to be more diverse than their campus students, and more likely to be \u201cnon-traditional students,\u201d students with full-time jobs, students living in rural areas, and \u201cstudents who otherwise would not be able to attend classes, like single moms and older people with disabilities.\u201d Instructors appreciated teaching a \u201cvariety of students,\u201d as well as hearing from students who \u201cbrought their work into their classes,\u201d and showed \u201cthis really deep connection to practice.\u201d<\/p>\n

Instructors enjoyed the challenge of teaching their content areas using an online format. <\/strong>Most of the instructors interviewed had started teaching face-to-face before they started teaching online, and one described online teaching as \u201ca different beast than teaching in the classroom.\u201d Several instructors enjoyed the challenges associated with teaching online, such as \u201cthe challenge to keep improving something,\u201d challenges involved with teaching specific content online, as well as the broader challenge to reach students who could not be reached in face-to-face courses.<\/p>\n

Some instructors preferred the teaching methods and pedagogy they could utilize online. <\/strong>Some instructors had taught concepts online in ways that they would not be able to in face-to-face environments. For example, one said, \u201cI\u2019m not sure that the results I\u2019m getting now would be gettable in an in-class setting.\u201d In addition to this, other instructors felt a \u201csense of ownership\u201d in their online courses, and \u201cproud\u201d of the online teaching methods they had developed over the years.<\/p>\n

This suggests that in addition to general passion for teaching, many of\u00a0these instructors continued teaching online for over 10 years because they experienced benefits from doing so, both in their professional and personal lives. <\/strong>As higher education moves forward, educators may consider the benefits they may gain from teaching using multiple modalities, including online and remote instruction.<\/p>\n

Key takeaway #3<\/h2>\n

Instructors kept teaching online because they wanted to make an impact<\/h3>\n

Lastly, a key theme that we saw from instructors\u2019 responses to,\u00a0\u201cWhat has kept you teaching online?\u201d\u00a0<\/em>was that\u00a0instructors believed that teaching online made an impact on their students and society more broadly.\u00a0<\/em><\/strong>Several instructors mentioned that they had found online pedagogy to be effective, as they had seen students learn and progress while taking online classes. When it came to servicing students, instructors expressed that they felt connected to a larger purpose, whether that included the mission of their institution, or the mission of\u00a0providing individuals access to education and resources that they would not otherwise have.\u00a0<\/em><\/strong>When talking about this, one instructor said, \u201cTo me, this is golden. This is one of the things that keeps me going for as long as I do. It\u2019s so important for me that online teaching opens the doors where there used to be walls.\u201d<\/p>\n

Concluding thoughts<\/h2>\n

Experienced online instructors identified several motivations for why they had kept teaching online for over 10 years. In general, instructors expressed passion for teaching whatever the modality, received benefits from teaching online that they could not receive teaching in other modalities, and believed in the impact of online higher education. As higher education moves forward, educators may be tasked with increased teaching using online, hybrid, remote, and other modalities. While this may present challenges, I think that one way to support instructors could be to encourage them to focus on their general motivations and interest in educating, as these can be applied to any form of teaching and learning. Teaching using multiple modalities may strengthen educators\u2019 skillsets and perspectives, while increasing students\u2019 access to education.<\/p>\n

\n

Editor’s note:<\/strong> This article was originally published on the WCET Frontiers blog<\/a>.<\/em><\/p>\n

Rebecca Arlene Thomas, Ph.D.<\/strong>, is a postdoctoral scholar with the Oregon State University Ecampus Research Unit. Her research focuses on online learning, educational innovation, aggressive behavior, and interpersonal relationships. She can be reached via email<\/a>.<\/p>\n

About the Oregon State University Ecampus Research Unit:<\/strong> The Oregon State University Ecampus Research Unit responds to and forecasts the needs and challenges of the online education field through conducting original research; fostering strategic collaborations; and creating evidence-based resources and tools that contribute to effective online teaching, learning and program administration. The OSU Ecampus Research Unit is part of Oregon State Ecampus, the university\u2019s nationally ranked online education provider. Learn more at\u00a0ecampus.oregonstate.edu\/research<\/a>.<\/p>\n

References
\n<\/strong>Riggs, S. (2020, April 15). Student-centered remote teaching: Lessons learned from online education.<\/a> EDUCAUSE Review.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

<\/span> 6<\/span> minute read<\/span><\/span>Since Oregon State has been offering online education for more than 20 years, our the OSU Ecampus Research Unit decided to conduct a qualitative study where we interviewed faculty from diverse disciplines who had been teaching online for 10 years or more. The interviews asked a series of questions about instructors\u2019 perspectives and experiences teaching online, as well as lessons learned over time.<\/p>\n","protected":false},"author":31,"featured_media":1544,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1,6,9,14,679,684],"tags":[25,24,130,163,567],"class_list":["post-1541","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all","category-ecampus","category-faculty","category-research","category-leadership-and-innovation","category-online-teaching-resources","tag-online-education","tag-online-learning","tag-online-teaching","tag-oregon-state-ecampus-research-unit","tag-remote-teaching"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/oregon-state-online-teaching.jpg?fit=744%2C496&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7BNSE-oR","jetpack-related-posts":[{"id":2886,"url":"https:\/\/ecampus.oregonstate.edu\/news\/online-education-research-2025\/","url_meta":{"origin":1541,"position":0},"title":"Journal publications illustrate Oregon State\u2019s leadership in online education research","author":"Oregon State University","date":"October 20, 2025","format":false,"excerpt":"For 10 years, the Oregon State University Ecampus Research Unit has made a significant impact on the field of online teaching and learning. It is one of the nation\u2019s only research units connected to an online education division, which helps to illustrate OSU's commitment to continually improving the student and\u2026","rel":"","context":"In "All Stories"","block_context":{"text":"All Stories","link":"https:\/\/ecampus.oregonstate.edu\/news\/category\/all\/"},"img":{"alt_text":"A person uses a laptop while writing with a pen in a notepad.","src":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/note-taking-laptop.jpg?fit=800%2C450&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/note-taking-laptop.jpg?fit=800%2C450&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/note-taking-laptop.jpg?fit=800%2C450&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/note-taking-laptop.jpg?fit=800%2C450&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":2902,"url":"https:\/\/ecampus.oregonstate.edu\/news\/inclusive-teaching-online-book\/","url_meta":{"origin":1541,"position":1},"title":"New open-access book offers strategies for supporting online student success in higher education","author":"Tyler Hansen","date":"November 12, 2025","format":false,"excerpt":"Faculty members across higher education face a growing challenge: developing online courses that not only deliver rigorous content, but also help every student feel seen, supported and capable of succeeding.\u00a0A new open book from Oregon State University offers research-driven, practical guidance to meet that challenge head-on.","rel":"","context":"In "All Stories"","block_context":{"text":"All Stories","link":"https:\/\/ecampus.oregonstate.edu\/news\/category\/all\/"},"img":{"alt_text":"A woman is seated at a desk using a silver laptop in a modern office environment. An open book lies to the left on the desk.","src":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Asumi-Suzuki-031.jpg?fit=799%2C450&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Asumi-Suzuki-031.jpg?fit=799%2C450&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Asumi-Suzuki-031.jpg?fit=799%2C450&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Asumi-Suzuki-031.jpg?fit=799%2C450&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":818,"url":"https:\/\/ecampus.oregonstate.edu\/news\/teaching-online\/","url_meta":{"origin":1541,"position":2},"title":"Exploring the world of teaching online","author":"Julie Cooper","date":"March 12, 2018","format":false,"excerpt":"Through Ecampus, instructors provide learners across the globe with access to the high-quality courses and programs they\u2019ve come to expect from the nationally renowned online education program. Learn what Oregon State faculty and Ecampus staff recommend to first-time online instructors who are ready to begin their collaboration with Ecampus.","rel":"","context":"In "Archives"","block_context":{"text":"Archives","link":"https:\/\/ecampus.oregonstate.edu\/news\/category\/archives\/"},"img":{"alt_text":"Two Oregon State faculty are seated in the distance with tall lights and a camera on a tripod in the foreground.","src":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Advice-story-1.jpg?fit=638%2C410&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Advice-story-1.jpg?fit=638%2C410&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/Advice-story-1.jpg?fit=638%2C410&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":2384,"url":"https:\/\/ecampus.oregonstate.edu\/news\/advice-for-new-online-instructors\/","url_meta":{"origin":1541,"position":3},"title":"8 pieces of advice for new online instructors","author":"Mary Ellen Dello Stritto","date":"November 20, 2023","format":false,"excerpt":"Based on interviews with 33 instructors who have taught online at Oregon State for 10-plus years, the study reveals their teaching and course development practices, attitudes and beliefs about online\u00a0learning, and more.","rel":"","context":"In "All Stories"","block_context":{"text":"All Stories","link":"https:\/\/ecampus.oregonstate.edu\/news\/category\/all\/"},"img":{"alt_text":"A woman sits cross-legged on a couch while working on a laptop.","src":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/ECRU-online-instructor-study-800x450-1.jpg?fit=800%2C450&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/ECRU-online-instructor-study-800x450-1.jpg?fit=800%2C450&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/ECRU-online-instructor-study-800x450-1.jpg?fit=800%2C450&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/ECRU-online-instructor-study-800x450-1.jpg?fit=800%2C450&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":2856,"url":"https:\/\/ecampus.oregonstate.edu\/news\/ecampus-research-fellows-program-marks-a-decade\/","url_meta":{"origin":1541,"position":4},"title":"Oregon State Ecampus Research Fellows Program marks a decade of impact","author":"Jean Dion","date":"September 10, 2025","format":false,"excerpt":"For 10 years, the Ecampus Research Fellows Program has provided research grants to Oregon State instructors. Those studies have been linked to three federal grants, 10 peer-reviewed publications and $1 million in federal grants.","rel":"","context":"In "Ecampus Research Unit"","block_context":{"text":"Ecampus Research Unit","link":"https:\/\/ecampus.oregonstate.edu\/news\/category\/ecampus\/research\/"},"img":{"alt_text":"Four people stand in front of shelves filled with books and art. Each person wears a white and orange lanyard.","src":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/2024-25-Ecampus-Research-Fellows-edit.jpg?fit=800%2C450&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/2024-25-Ecampus-Research-Fellows-edit.jpg?fit=800%2C450&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/2024-25-Ecampus-Research-Fellows-edit.jpg?fit=800%2C450&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/2024-25-Ecampus-Research-Fellows-edit.jpg?fit=800%2C450&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":2367,"url":"https:\/\/ecampus.oregonstate.edu\/news\/ai-faculty-resources-1\/","url_meta":{"origin":1541,"position":5},"title":"Tips on when and how AI tools can support teaching and learning","author":"Tyler Hansen","date":"September 20, 2023","format":false,"excerpt":"Oregon State Ecampus created a principles-based framework on how to incorporate AI tools responsibly and ethically into online courses, research and other projects. These open-source materials provide clarity for instructors and foster positive learning experiences for students.","rel":"","context":"In "All Stories"","block_context":{"text":"All Stories","link":"https:\/\/ecampus.oregonstate.edu\/news\/category\/all\/"},"img":{"alt_text":"A man sits at a table while working on a laptop computer.","src":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/news-ai-resources-800x450-1.jpg?fit=800%2C450&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/news-ai-resources-800x450-1.jpg?fit=800%2C450&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/news-ai-resources-800x450-1.jpg?fit=800%2C450&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/ecampus.oregonstate.edu\/news\/assets\/news-ai-resources-800x450-1.jpg?fit=800%2C450&ssl=1&resize=700%2C400 2x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/posts\/1541","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/users\/31"}],"replies":[{"embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/comments?post=1541"}],"version-history":[{"count":0,"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/posts\/1541\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/media\/1544"}],"wp:attachment":[{"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/media?parent=1541"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/categories?post=1541"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ecampus.oregonstate.edu\/news\/wp-json\/wp\/v2\/tags?post=1541"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}