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ERIC Number: EJ1127636
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-2159-0281
The Benefits and Barriers of Virtual Collaboration among Online Adjuncts
Schieffer, Lori
Journal of Instructional Research, v5 p109-125 2016
Online education is a current trend in higher education. This has left colleges needing to hire more part-time remote adjuncts to fill the fluctuating number of available courses. Because remote online adjuncts are susceptible to isolation, the need has arisen to study the benefits and barriers of virtual collaboration. The purpose of this phenomenological qualitative study was to examine the virtual collaboration lived experiences of remote online adjuncts. The study helped unveil the motives and lived experiences of online adjuncts engaged in collaborative work. The composite description revealed nine themes about how participants experience virtual collaboration. The study suggests that higher education leaders would be well-served to focus their efforts on leadership that will promote virtual collaboration practices. It is advisable that higher education leaders look for ways to provide leadership to connect collaborators, create opportunities for collaboration, and define clear roles for virtual collaboration. Remote online adjuncts may find camaraderie, social connections, opportunities to participate in scholarship, opportunities for for self-reflection, and the chance to develop a sense of pride through virtual collaboration. Barriers that must be overcome for virtual collaboration included trust, lack of time and feelings of pressure to participate.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A