Abstract

The expansion of online education has transformed higher education, requiring faculty to adapt to new teaching methodologies, technological tools, and institutional policies. This study examines faculty experiences with online teaching, focusing on training, workload, compensation, intellectual property concerns, student engagement, and institutional support. A mixed-methods approach was employed, including survey responses from 40 faculty members and in-depth interviews with 15 participants. Findings reveal that while 72% of faculty found institutional training moderately effective, many preferred peer mentorship and hands-on workshops over traditional professional development sessions. Faculty reported that online course development required significantly more effort than in-person instruction, with 80% spending over 100 hours on initial course design. Compensation disparities were evident, as 40% of faculty received no additional pay or course releases for online course development. Intellectual property concerns emerged, with 45% of faculty uncertain about course ownership policies. Engagement challenges were widely reported, with 70% of faculty struggling to maintain student participation, particularly in asynchronous courses. Faculty identified the digital divide as a persistent barrier to student success. This study underscores the need for institutions to improve faculty training models, establish equitable compensation structures, clarify intellectual property policies, and implement targeted student engagement strategies. Strengthening collaboration between faculty and instructional designers and offering more flexible synchronous and asynchronous learning policies may enhance faculty and student experiences. Future research should explore long-term faculty experiences and institutional approaches to sustainable online education.

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