This blog is about incentive contest
Although the list of motivators is lengthy, only three of the variables were consistently addressed in the literature and are statistically significant to this study: self satisfaction, flexible scheduling, and wider audience. The remaining motivators appeared in less than half of the articles and illustrated limited influence in motivating faculty.
Given the fact that the research strongly supports these three factors, administrators might question how best to access these motivators with today's faculty. propose that colleges provide forums for distance instructors to detail their successes. Round tables and mentoring programs allow seasoned faculty to share their skills with novices and to enhance personal self-satisfaction. Additionally, by allowing faculty to be in complete control of their virtual classrooms, within the realm of "best practices", instructors gain a sense of self-satisfaction .
Distance education faculty often site flexible scheduling as one of the core motivators for transitioning their classes to the virtual world. This incentive offers a sense of empowerment that is impossible to achieve within the brick and mortar campus. Student services, registration, and even the community calendar often dictates on-campus schedules and instructors are expected to conform. Distance learning allows that same calendar to be molded and revised to correspond to the needs of the individual students and faculty.
Flexible scheduling also allows a wider audience of potential learners to access instruction. Technology-mediated instruction can be accessed 24/7 from nearly any location, opening the potential for working students, parents of young children, and those with disabilities to reach their educational goals. Moore (2001) relates that the advent of interactive media and flexible scheduling has also brought forth a new generation of distance faculty who are now able to teach while pursuing other interests.
Finally, the literature (Moore, 1995: Brown, 1999) indicates that reaching a wider audience is a strong motivator for transitioning coursework to electronic formats. Faculty, often apprehensive that a class may be cancelled due to lack of enrollment, are seeking ways to cast a "wider net". Marketing of classes to rural areas of the United States and internationally increases the chance that classes will have a continual source of students. Additionally, institutions of higher education are being rewarded with a steady stream of new revenue.
Extrinsic motivators
While a number of intrinsic rewards appear to positively influence faculty participation in distance learning, it is important to note that a recurring list of extrinsic motivators was also extrapolated from the literature. Table 2 provides an overview of those findings.
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