======================================================================== Before citing or using this data please obtain permission from Todd Taylor at twtaylor@email.unc.edu ======================================================================== ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: PhD or Ed D official rank: does not fit in well in one of these catagories (please explain at the end of this form). respondent: female status compared to colleagues: upper 5% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: more than 5 # of online sections taught per semester: 1 total sections taught per academic year: 6 compensation per F2F section: we aren't paid per section compensation per online section: no extra pay for online avg # of students in a F2F section: 20-25 avg # of students in a online section: 20-25 F2F section student cap: 20-25 online section student cap: 20-25 hours/week invested per F2F section: 12-14 hours/week invested per online section: more than 18 employed by: The English Department software used: I created my website with Homesite. We use Listcaster for discussion list software and WebBoard for conferencing. student failure online was *about the same as* F2F sections. motivation for teaching online: I love teaching and working with computers and enjoy making neat websites! Plus, this venue really helps many students who find it difficult to attend class during the day and/or have a long commute. additional notes: ************************ Data for this respondent ************************ type of institution: four-year, public institution, non-PhD granting highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: male status compared to colleagues: lower 25% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 3 # of online sections taught per semester: 1 total sections taught per academic year: 5 compensation per F2F section: $2511.00 compensation per online section: $2511.00 avg # of students in a F2F section: 30 avg # of students in a online section: 30 F2F section student cap: 30 online section student cap: 30 hours/week invested per F2F section: 1-2 hours/week invested per online section: 2-4 employed by: Continuing Education, under the auspice of SREC (Southern Regional Electronic Campus). software used: Top Class student failure online was *much greater than* F2F sections. motivation for teaching online: I think the Internet, specifically for education, is a reality that is here to stay. We need to get on it and perfect it. additional notes: ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: MA/MS official rank: graduate student teaching assistant/fellow respondent: female status compared to colleagues: lower 5% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 1 # of online sections taught per semester: 1 total sections taught per academic year: 4 compensation per F2F section: $3000 compensation per online section: $2000 avg # of students in a F2F section: 25 avg # of students in a online section: 25 (this was the first online writing course, however) F2F section student cap: 25 online section student cap: 25 (little precedent set) hours/week invested per F2F section: 10-12 hours/week invested per online section: more than 18 employed by: A combination of the English Department and the Distance Learning Technology office. This was the first section of online composition offered at our university. software used: We primarily used Blackboard CourseInfo, as it is supported by the university. We also used Microsoft Word, E-mail, and Netscape Composer for basic webpage design. student failure online was *greater than* F2F sections. motivation for teaching online: I feel that this is an area that is under-researched and under-theorized, but it is developing rapidly in institutions of higher education across the country. In much of my recent research, I call for increased research on the implementation and assessment of distance education in writing instruction, so I felt that I needed to be a participant in the field. I also saw this as the opportunity to set a precedent for the way distance learning would be implemented in our department, and I wanted to set a precedent of critical, thoughtful implementation of technology. additional notes: I think it is telling that the first online course in the English department was taught by two graduate students. ************************ Data for this respondent ************************ type of institution: four-year, public institution, non-PhD granting highest degree earned: PhD or Ed D official rank: tenured professor respondent: male status compared to colleagues: upper 5% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 1 # of online sections taught per semester: 1 total sections taught per academic year: 3 compensation per F2F section: Part of annual salary compensation per online section: Part of annual salary avg # of students in a F2F section: 27 avg # of students in a online section: 20 F2F section student cap: 27 online section student cap: 20 hours/week invested per F2F section: 8-10 hours/week invested per online section: 16-18 employed by: English Department software used: webpage listserv e-mail student failure online was *much greater than* F2F sections. motivation for teaching online: I am convinced that this mode of delivery will become a major form of education for many individuals. additional notes: The drop-out rate for the online composition course has been astonishingly high. Out of an original 20 students, I now have only 9 left in the course. ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: male status compared to colleagues: lower 5% status compared to colleagues who teach writing: lower 5% # of F2F sections taught per semester: 4 # of online sections taught per semester: 1 total sections taught per academic year: 8 compensation per F2F section: 1200 compensation per online section: 1200 avg # of students in a F2F section: 25 avg # of students in a online section: 15 F2F section student cap: 25 online section student cap: 20 hours/week invested per F2F section: 1-2 hours/week invested per online section: 1-2 employed by: department and continuing ed software used: firstclass, msie, work, powerpoint student failure online was *less than* F2F sections. motivation for teaching online: students are more fluent with technology, flexible schedule additional notes: ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: male status compared to colleagues: middle 50% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 2 # of online sections taught per semester: 2 total sections taught per academic year: 7 compensation per F2F section: $3800 compensation per online section: $3800 avg # of students in a F2F section: 25 avg # of students in a online section: 25 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: 8-10 hours/week invested per online section: 10-12 employed by: English Department software used: MOO, email, macjordmo (listserv), webpages (frontpage) student failure online was *much greater than* F2F sections. motivation for teaching online: Found it intriguing and needed a way to sort myself from the other 200 plus people applying for positions. additional notes: During second half of sample year I became director of distance education which came with a half time release. Normally we teach 5/5 but I now teach 3/2. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: female status compared to colleagues: upper 5% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 1 # of online sections taught per semester: 2 total sections taught per academic year: 10 compensation per F2F section: approx credit hour: $1253x3 compensation per online section: approx credit hour: $125x3 avg # of students in a F2F section: 20 avg # of students in a online section: 20 F2F section student cap: 24 online section student cap: 24 hours/week invested per F2F section: 6-8 hours/week invested per online section: 8-10 employed by: Kapi'olani Community College Language Arts for composition courses Humanities/New Media Arts for 1 credit modular courses software used: WebCT/MOO student failure online was *about the same as* F2F sections. motivation for teaching online: I thought a model should be developed that would employ sound pedagogical principles in the course so that others could see how it might be done. additional notes: I already was a practiced, tenured teacher, using computers extensively in my teaching, so I did not have the uphill learning curve others have. ************************ Data for this respondent ************************ type of institution: four-year, public institution, non-PhD granting highest degree earned: PhD or Ed D official rank: does not fit in well in one of these catagories (please explain at the end of this form). respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: upper 10% # of F2F sections taught per semester: 3 # of online sections taught per semester: 1 total sections taught per academic year: 8 compensation per F2F section: $4250 compensation per online section: $4250 avg # of students in a F2F section: 28 avg # of students in a online section: 15-20 F2F section student cap: 30 online section student cap: 30 hours/week invested per F2F section: more than 18 hours/week invested per online section: 8-10 employed by: Each department teaches on-line under the Office of Distance Education at the university. software used: I use Frontpage to make all web pages, including asynchronous discussion boards. WebBoard is also available. student failure online was *about the same as* F2F sections. motivation for teaching online: I was assigned to do it. additional notes: #6--I am an Assistant Professor of English, but as I am a leave replacement, I am not tenure-track. #18--I spend much more than 18 hours preparing/teaching/ meeting w/ students each week. ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: MA/MS official rank: graduate student teaching assistant/fellow respondent: female status compared to colleagues: lower 5% status compared to colleagues who teach writing: lower 5% # of F2F sections taught per semester: 0 # of online sections taught per semester: 1 total sections taught per academic year: 1 compensation per F2F section: $ 2000 compensation per online section: $ 2000 avg # of students in a F2F section: 25 avg # of students in a online section: 30 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: more than 18 hours/week invested per online section: more than 18 employed by: English software used: Blackboard CourseInfo e-mail student failure online was *greater than* F2F sections. motivation for teaching online: professional development additional notes: ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenure-track professor respondent: male status compared to colleagues: upper 25% status compared to colleagues who teach writing: upper 25% # of F2F sections taught per semester: 2 # of online sections taught per semester: 2 total sections taught per academic year: 4 compensation per F2F section: 4125 compensation per online section: 4125 avg # of students in a F2F section: 25 avg # of students in a online section: 25 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: 4-6 hours/week invested per online section: 8-10 employed by: English Department software used: We use a web board for asynchronous contact, and a MOO for synchronous contact. student failure online was *greater than* F2F sections. motivation for teaching online: Interest in the effects of the media as well as a desire to exert influence over the future of online teaching. additional notes: ************************ Data for this respondent ************************ type of institution: four-year, private institution, non-PhD granting highest degree earned: PhD or Ed D official rank: tenured professor respondent: male status compared to colleagues: upper 10% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 2 # of online sections taught per semester: 1 total sections taught per academic year: 4 compensation per F2F section: hard to compute. Annual salary is about $52,000 compensation per online section: $4,000 avg # of students in a F2F section: 25 avg # of students in a online section: 14 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: 4-6 hours/week invested per online section: 6-8 employed by: Division of Public Service (ostensibly a department of Continuing Education on our campus) software used: Students submit their responses/papers on-line through a Microsoft Word program. In essence, they submit their responses via e-mail student failure online was *much less than* F2F sections. motivation for teaching online: I am working with a woman who is completing her doctoral program in distance learning at Nova University. I have taught some distance learning courses before and thought it would be a good learning experience for me to work with someone who has a lot more computer expertise than I. I also am a firm believer in our satellite campus program. additional notes: Yes. The course I am teaching on-line is our English 304: Writing for Teachers course. It is a course usually made up of upper-level undergradutes who are in the latter stages of their preparation, prior to student teaching. I am also teaching the same course on campus this semester. ************************ Data for this respondent ************************ type of institution: four-year, private institution, non-PhD granting highest degree earned: PhD or Ed D official rank: tenure-track professor respondent: female status compared to colleagues: upper 10% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 3 # of online sections taught per semester: 1 total sections taught per academic year: more than 11 compensation per F2F section: $3,000.00 compensation per online section: $3,000.00 avg # of students in a F2F section: 25-30 cap avg # of students in a online section: 25-30 cap F2F section student cap: 30 online section student cap: 25 hours/week invested per F2F section: 6-8 hours/week invested per online section: 16-18 employed by: English Department/Distance Education (dual :-) just saw the great pun here!!!!!! software used: Online: I used 1) an electronic listserv for questions/answers/discussion so that everyone "heard" all Q&A and comments from teacher and students 2) e-mail for off-list communication AND for sending drafts/papers/homework as attachments 3) Word processing program for MY printing out of student papers I used NO commercial programs - only electronic systems readily available free on the Internet student failure online was *much less than* F2F sections. motivation for teaching online: 1) I love computers and electronic communication 2) I enjoy the medium 3) Some students are better served through this medium - I believe that all media should be used for teaching college-level courses 4) certainly NOT for the pay and working conditions - since no one in administration understand the number of hours it takes to do this! additional notes: I would like to repeat: I am sure that the main concern for those of us who commit to teaching online courses should be the incredible number of hours we spend on creating and maintaininig these courses. No one but those who do these understands the weight of the task. Surely there is no possiblity of REAL compensation! ************************ Data for this respondent ************************ type of institution: four-year, private institution, non-PhD granting highest degree earned: PhD or Ed D official rank: respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 4 # of online sections taught per semester: 1 total sections taught per academic year: 1 compensation per F2F section: 1900 overload compensation per online section: same overload salary avg # of students in a F2F section: 21 avg # of students in a online section: 10-22 F2F section student cap: 21 online section student cap: ? hours/week invested per F2F section: 14-16 hours/week invested per online section: more than 18 employed by: A distance education program software used: Administered thru REAL ED now ecom student failure online was *greater than* F2F sections. motivation for teaching online: To discover possiblities for teaching in the electronic environment additional notes: ************************ Data for this respondent ************************ type of institution: four-year, public institution, non-PhD granting highest degree earned: PhD or Ed D official rank: tenure-track professor respondent: female status compared to colleagues: lower 5% status compared to colleagues who teach writing: lower 25% # of F2F sections taught per semester: 2 # of online sections taught per semester: 1 total sections taught per academic year: 5 compensation per F2F section: ~6,000 compensation per online section: ~7000 avg # of students in a F2F section: 25 avg # of students in a online section: 25 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: cannot determine hours/week invested per online section: 6-8 employed by: My university has a d.e. degree program - a cooperative venture between UM and a major employer in the Detroit area software used: U of Michigan has its own suite of tools used for the courses called Course Tools. student failure online was *less than* F2F sections. motivation for teaching online: The aforementioned program needed a basic writing course. I figured if it needed to be done, I was the best person on my campus to do it. additional notes: It's difficult for me to say how much of my salary I receive for teaching f-2-f; the same for on-line. I can tell you that I received about $4500 extra to develop and teach my on-line course. However, I can also tell you that all other faculty have received $6000 for doing so. The argument was that because we already had one on-line comp. course (a fy comp course), I shouldn't get a full stipend -- because after all, isn't one comp. course the same as the next, one instructor the same as the next? (This was the argument, anyway...) ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: female status compared to colleagues: upper 10% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 2 # of online sections taught per semester: 3 total sections taught per academic year: 5 compensation per F2F section: I am fulltime and I'm under contract to teach 5 classes. compensation per online section: same avg # of students in a F2F section: 25 avg # of students in a online section: 20 F2F section student cap: 25 online section student cap: 20 hours/week invested per F2F section: 4-6 hours/week invested per online section: 8-10 employed by: The Communications Division/English Department software used: Blackboard.com PowerPoint Office 97 Windows 98 Adobe Photo Delux VistaScan Excel student failure online was *much greater than* F2F sections. motivation for teaching online: I was asked to by my immediate supervisor because I was the only one in our division who had enough experience with technology, and the willingness; I was also getting bored with 5 sections of Composition I and II and needed a shot in the arm--something new to work on. additional notes: I worked incredibly long hours to master all kinds of technology (We began with Lotus Notes Learning Space for software--it was from hell to learn) without any release time or compensation from the college. However, my efforts paid offf and I've been given some release time to develop new courses and to mentor my colleagues who are very hesitant to use technology in their traditional teaching. ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: MA/MS official rank: does not fit in well in one of these catagories (please explain at the end of this form). respondent: female status compared to colleagues: lower 10% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 2 # of online sections taught per semester: 1 total sections taught per academic year: 2 compensation per F2F section: 3,000 compensation per online section: 3,000 avg # of students in a F2F section: 22 avg # of students in a online section: 22 F2F section student cap: 22 online section student cap: 22 hours/week invested per F2F section: 8-10 hours/week invested per online section: 10-12 employed by: English Department software used: Web browser Web Crossing CMC software e-mail Pine, Netscape mail student failure online was *about the same as* F2F sections. motivation for teaching online: Students get an opportunity to engage in the kinds of comunication and publication that is going to be, if it is not already, the norm, in many workplace situations today. My course material is more accessible. I post all of my syllabi and course material for tradition and non traditional classes on the Web. I like the flexibility teaching online gives me. Students assume more responsibility for their own learning. additional notes: My distance learning sections of composition are not vastly different from the inclass sections. I use the same techniques for all sections - CMC discussion, Web-based student products, Web based course material. It is a matter of degree. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: male status compared to colleagues: middle 50% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 3 # of online sections taught per semester: 1 total sections taught per academic year: 5 compensation per F2F section: more than $5,000 compensation per online section: same avg # of students in a F2F section: 27 avg # of students in a online section: 27 F2F section student cap: 27 online section student cap: 27 hours/week invested per F2F section: 4-6 hours/week invested per online section: 6-8 employed by: The English Department software used: asynchronous bulletin board, Windows Outlook for e-mail, either IE or Netscape for web browser student failure online was *much greater than* F2F sections. motivation for teaching online: Fascinated with the technology and wanted to see if I could be a better instructor with this medium. additional notes: ************************ Data for this respondent ************************ type of institution: four-year, private institution, non-PhD granting highest degree earned: PhD or Ed D official rank: tenure-track professor respondent: female status compared to colleagues: upper 25% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 3 # of online sections taught per semester: 1 total sections taught per academic year: 8 compensation per F2F section: 4,000 compensation per online section: 4,000 avg # of students in a F2F section: 20 avg # of students in a online section: 20 F2F section student cap: 20 online section student cap: 20 hours/week invested per F2F section: 12-14 hours/week invested per online section: more than 18 employed by: English and Fine Arts Dept. software used: Developed web site using Geocities and Xoom (for chat room); on-campus email system and Microsoft Word student failure online was *less than* F2F sections. motivation for teaching online: Desire to be innovative. I have two small children (1 & 2 at the time) and this methodology allowed me to be home with them more and still keep up my tenure-track position. I teach face-to-face classes on M&W and an online class on T&TH. additional notes: ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenure-track professor respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 3 # of online sections taught per semester: 2 total sections taught per academic year: 5 compensation per F2F section: 1500 compensation per online section: 1500 avg # of students in a F2F section: 30 avg # of students in a online section: 30 F2F section student cap: 30 online section student cap: uncertain hours/week invested per F2F section: 6-8 hours/week invested per online section: 8-10 employed by: Distance Education, I believe software used: Web-based, assignments are delivered via email, not web-ct. student failure online was *much greater than* F2F sections. motivation for teaching online: I could see that on-line teaching was inevitable, and I wanted to master it quickly. additional notes: Yes, the program is just getting on its feet, and so there is often a great discrepancy between what is said and what is done. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: does not fit in well in one of these catagories (please explain at the end of this form). respondent: female status compared to colleagues: upper 10% status compared to colleagues who teach writing: upper 10% # of F2F sections taught per semester: 2 # of online sections taught per semester: 1 total sections taught per academic year: 10 compensation per F2F section: 0 compensation per online section: teaching by contract not section numbers avg # of students in a F2F section: 23 avg # of students in a online section: 24 F2F section student cap: 24 online section student cap: 24 hours/week invested per F2F section: 6-8 hours/week invested per online section: 10-12 employed by: English Dept. software used: WebCT Outlook Claris Home Page Word student failure online was *greater than* F2F sections. motivation for teaching online: Interest in making a contribution to creating effective applications of instructional technology. additional notes: The college does not grant tenure; however, I have a renewable contract. ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: MA/MS official rank: graduate student teaching assistant/fellow respondent: female status compared to colleagues: lower 25% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 1 # of online sections taught per semester: 2 total sections taught per academic year: 5 compensation per F2F section: 2250 compensation per online section: 1800 avg # of students in a F2F section: 22 avg # of students in a online section: 25 F2F section student cap: 22 online section student cap: 25 hours/week invested per F2F section: 10-12 hours/week invested per online section: 6-8 employed by: Continuing Education software used: WebCT Microsoft Outlook Express Microsoft Word Adobe Acrobat Microsoft FrontPage Microsoft Image Composer student failure online was *much greater than* F2F sections. motivation for teaching online: Dissertation research; marketability additional notes: ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: female status compared to colleagues: lower 25% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 0 # of online sections taught per semester: 2 total sections taught per academic year: 2 compensation per F2F section: $3200 compensation per online section: $3200 avg # of students in a F2F section: 22 avg # of students in a online section: 22 F2F section student cap: 24 online section student cap: 24 hours/week invested per F2F section: 10-12 hours/week invested per online section: 16-18 employed by: English Dept. software used: Generic email programs, Netscape/MSIE web browsers, Word, Online Discussion Board, listserv, FrontPage and Homesite for web development, various chat programs ranging from IRC to virtual worlds student failure online was *about the same as* F2F sections. motivation for teaching online: It presented a new challenge. I enjoy working from home and advoiding the commute. I find myself able to accomplish much more with each class by having more time to correspond with them and less time spent in my car (I have over an hour commute each way to campus). My classes were always conducted as workshops and I found it as easy to work online at a distance as being physically in class. additional notes: Online versions of composition usually have a waiting list especially since this university is in a heavily congested metropolitan area--much easier to attend class online rather than in person. Also most of our students are working adults with tight schedules--no one wants to spend 2 or more hours commuting to class after work when he/she can log on from home. Important to make potential students aware of the higher individual responsiblity required in online classes--too many believe the classes are easier than face to face. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: BA/BS official rank: instructor/lecturer/adjunct respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: upper 25% # of F2F sections taught per semester: 1 # of online sections taught per semester: 1 total sections taught per academic year: 2 compensation per F2F section: $1622.14 compensation per online section: $2064.14 avg # of students in a F2F section: 18 avg # of students in a online section: 10 F2F section student cap: 22 online section student cap: 12 hours/week invested per F2F section: 8-10 hours/week invested per online section: more than 18 employed by: All our online classes have been collected into the Online Campus without differentiated departments. software used: Web Course in a Box - a set of templates for building course webpages MSOffice for email, and word processing. student failure online was *about the same as* F2F sections. motivation for teaching online: I thought that the greater one-on-one time between teacher and student wuold benefit the student. I also thought it was important to offer a class whose schedule would be more flexible than our traditional classes. additional notes: I have to give credit to the online campuse director for his forethought about the implications of online teaching. Unlike many of our sister institutions, our class sections are capped at a reasonable level, and we are given extra compensation for the increased work load. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: female status compared to colleagues: upper 25% status compared to colleagues who teach writing: upper 25% # of F2F sections taught per semester: 3 # of online sections taught per semester: 2 total sections taught per academic year: 5 compensation per F2F section: $4,800 (based on % of annual salary) compensation per online section: $4,800 avg # of students in a F2F section: 25 avg # of students in a online section: 25 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: 10-12 hours/week invested per online section: more than 18 employed by: English Department software used: DreamWeaver Attain Objects listserv email student failure online was *about the same as* F2F sections. motivation for teaching online: I felt distance classes would serve an overlooked student population and that students who would take the classes would be generally more committed to their own success. I also anticipated more, not less, individual contact with students. All of those expectations have been met. additional notes: Being both an online teacer and an online student, I've discovered that a poorly conceived and delivered online class can be much more dismal than a poorly conceived and delivered onsite class. ************************ Data for this respondent ************************ type of institution: four-year, public institution, non-PhD granting highest degree earned: PhD or Ed D official rank: tenure-track professor respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 0 # of online sections taught per semester: 3 total sections taught per academic year: 6 compensation per F2F section: 1/6 my annual salary compensation per online section: 1/6 my annual salary avg # of students in a F2F section: 24 avg # of students in a online section: 24 F2F section student cap: 24 online section student cap: 24 hours/week invested per F2F section: 1-2 hours/week invested per online section: 12-14 employed by: Writing Program software used: We use an in-house web courseware package developed at the University of Michigan. student failure online was *much greater than* F2F sections. motivation for teaching online: 1. I think that online composition is better than f2f composition because the distance provides people with authentic reasons to write -- there's no "pretend" audience but a real one. 2. I wanted flexibility to work from home when my children were little. additional notes: ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: male status compared to colleagues: upper 5% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 1 # of online sections taught per semester: 1 total sections taught per academic year: 3 compensation per F2F section: 3,000.00 compensation per online section: 3,000.00 avg # of students in a F2F section: 29 avg # of students in a online section: 22 F2F section student cap: 29 online section student cap: 22 hours/week invested per F2F section: 6-8 hours/week invested per online section: 10-12 employed by: English Department software used: Photoshop, GoLive, Netscape student failure online was *much greater than* F2F sections. motivation for teaching online: The idea of student constructing knowledge independently and developing skills for becoming a life-log learner additional notes: As the Academic Chair I was only required to teach one course per semester ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: female status compared to colleagues: lower 25% status compared to colleagues who teach writing: upper 25% # of F2F sections taught per semester: 2 # of online sections taught per semester: 2 total sections taught per academic year: more than 11 compensation per F2F section: same as all other courses I teach in Humanities compensation per online section: same, but for online classes, we receive a $1,000.00 stipend for development per course avg # of students in a F2F section: 24 avg # of students in a online section: 22 F2F section student cap: 26 online section student cap: 22+ (overload students only with instructor's permission) hours/week invested per F2F section: 8-10 hours/week invested per online section: 16-18 employed by: Humanities Department software used: Adobe PageMill to create & maintain website Microsoft Word to type feedback on essays & assignments (then copy & paste into class discussion threads) WS_FTP to upload own files student failure online was *greater than* F2F sections. motivation for teaching online: Interest from University of Massachusetts/Amherst graduate work with Charlie Moran Interest in & great knowledge of computers & software Desire to make self more marketable Desire to help our Department take initiative in Distance Learning projects (our college is a bit behind the curve...) additional notes: I teach two sections of MVCC Online courses: 1) English 1: Composition 2) English 2: Ideas & Values in Literature Although English 2 is titled as a lit. course, my students compose both a literary analysis essay and a long (4-page, single-spaced) research essay (three drafts each). There is a strong balance between attention to writing and reading in this course. Also, I teach two sections of English 1 and two sections of English 2 as Computer-Assisted Instruction (CAI), using the exact same website as for my MVCC Online classes, only at a different URL. My CAI classes operate just as my online classes do, with the only difference being that they see me during regularly scheduled class times and therefore have f2f access with me for questions and troubleshooting and such. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 4 # of online sections taught per semester: 1 total sections taught per academic year: 10 compensation per F2F section: 441.23/cr. hr. compensation per online section: 441.23/cr. hr. + 500 stipend avg # of students in a F2F section: 25 avg # of students in a online section: 25 F2F section student cap: 28 online section student cap: 28 hours/week invested per F2F section: 10-12 hours/week invested per online section: 16-18 employed by: Humanities Division software used: O'Reilly WebBoard 3.0.501a ©1995-1998 Duke Engineering/O'Reilly & Associates, Inc. WebBoard is a trademark of O'Reilly & Associates, Inc. Groupwise email WordPerfect and Word Netscape Navigator and Composer My private email/web service when school servers were down. MS Excel Allyn and Bacon Custom Test 3.2 student failure online was *much greater than* F2F sections. motivation for teaching online: I thought it would be an interesting challenge, and, as an adjunct making slave wages, the stipend was gratefully received. additional notes: I have no idea how to answer questions seven and eight. I'm paid exactly the same as any adjunct, to the best of my knowledge. The stipend I receive per online section is the only real perk. I teach more classes than the average adjunct because I have a more-flexible schedule. Because of this, Bob may find me more agreeable; however, status and prestige aren't issues in my current position. People do seem to think it's "neat" that I teach online--and some teachers who still hate email think I'm nuts. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: PhD or Ed D official rank: tenured professor respondent: male status compared to colleagues: upper 5% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 1 # of online sections taught per semester: 1 total sections taught per academic year: 2 compensation per F2F section: $5,400 compensation per online section: $5,400 avg # of students in a F2F section: 23 avg # of students in a online section: 23 F2F section student cap: 25 online section student cap: 35 hours/week invested per F2F section: 8-10 hours/week invested per online section: 10-12 employed by: English Department and Distance Education division coordinated by agreeing that I be the teacher of record. English ordered the textbook copies. Distance Ed. hosted the start-up session. software used: * Front Page 98 to make the course materials * Eudora email to collect and return essays * Front Page forums to conduct quizzes/brief essays * Windows 98 and Netscape Communicator or Internet Explorer for access to the website and putting questions on forums. student failure online was *greater than* F2F sections. motivation for teaching online: * opportunity for a creative endeavor * VCCS Courseware Grant to develop the site with a team * cooperative technical support at my local college, which hosts the website * adequate compensation * when prorating was deemed necessary, same scale of enrollment vs. compensation was used for online section that was used for on-campus sections additional notes: My "traditional" composition class is a 5-credit developmental comp. course that meets in a computerized classroom. I tried to prorate my answers regarding the "traditional" class and compensation level to fit the 3-credit model. ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: male status compared to colleagues: upper 5% status compared to colleagues who teach writing: upper 5% # of F2F sections taught per semester: 1 # of online sections taught per semester: 2 total sections taught per academic year: 3 compensation per F2F section: N/A compensation per online section: N/A avg # of students in a F2F section: 25 avg # of students in a online section: 25 F2F section student cap: 25 online section student cap: 25 hours/week invested per F2F section: 2-4 hours/week invested per online section: 4-6 employed by: English Department software used: Netscape Composer Web Board student failure online was *about the same as* F2F sections. motivation for teaching online: An interest in using technology to at least enhance if not improve learning, as well as what I perceived as a need to serve a student population who would benefit from online courses (military, stay-at-home parents, disabled students). additional notes: Questions 12 and 13: I'm not sure I can accurately say how much I'd get per section of any course. I am required to teach 30 credit hours a year. ************************ Data for this respondent ************************ type of institution: four-year, public university, PhD granting highest degree earned: PhD or Ed D official rank: tenure-track professor respondent: female status compared to colleagues: lower 25% status compared to colleagues who teach writing: upper 25% # of F2F sections taught per semester: 1 # of online sections taught per semester: 1 total sections taught per academic year: 3 compensation per F2F section: not paid per section compensation per online section: same avg # of students in a F2F section: 20 avg # of students in a online section: 10 F2F section student cap: 24 online section student cap: 24 hours/week invested per F2F section: 6-8 hours/week invested per online section: 10-12 employed by: I work for the Interdisciplinary Studies Program, a degree program for working adults within the College of Lifelong Learning. However, this is a coherent degree program w/ a resident faculty, so does not really fit the usual category of "Continuing Ed." software used: email, web pages and WebBoard (asychronous conferencing) student failure online was *much greater than* F2F sections. motivation for teaching online: I enjoy digital communication myself and had participated as a grad student in course bulletin boards, so was excited by the pedagogical opportunites. I was encouraged to this by my program as a way to meet the needs of our current and potential students (primarily working adults). additional notes: ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: tenured professor respondent: female status compared to colleagues: middle 50% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 3 # of online sections taught per semester: 1 total sections taught per academic year: 4 compensation per F2F section: $6k compensation per online section: $6K avg # of students in a F2F section: 20 avg # of students in a online section: 20 F2F section student cap: 20 online section student cap: 20 hours/week invested per F2F section: 6-8 hours/week invested per online section: 6-8 employed by: English Dept. software used: Word Norton Connect.net browser of choice student failure online was *about the same as* F2F sections. motivation for teaching online: I believe online learning will help students learn more effectively. Also, I love the challenge of learning/doing something new. additional notes: Salary--I divided my yearly salary to figure out the pay per section. I took yearly salary divided by 8...(8 sections taught per school year). ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: female status compared to colleagues: lower 25% status compared to colleagues who teach writing: middle 50% # of F2F sections taught per semester: 0 # of online sections taught per semester: 2 total sections taught per academic year: 5 compensation per F2F section: same compensation per online section: same avg # of students in a F2F section: 28 avg # of students in a online section: 30 F2F section student cap: 30 online section student cap: 30 hours/week invested per F2F section: 6-8 hours/week invested per online section: 10-12 employed by: English Dept software used: Windows notepad, cuteftp, netscape, microsoft image composer student failure online was *about the same as* F2F sections. motivation for teaching online: spending time with family, cutting edge feeling, keeping up additional notes: no ************************ Data for this respondent ************************ type of institution: two-year, public college. highest degree earned: MA/MS official rank: instructor/lecturer/adjunct respondent: female status compared to colleagues: upper 10% status compared to colleagues who teach writing: upper 10% # of F2F sections taught per semester: 2 # of online sections taught per semester: 1 total sections taught per academic year: 1 compensation per F2F section: $115 compensation per online section: na avg # of students in a F2F section: 30 avg # of students in a online section: na F2F section student cap: 30 online section student cap: na hours/week invested per F2F section: 1-2 hours/week invested per online section: 1-2 employed by: na software used: na - would like to teach online. I've supported computer software and networks online in the past. student failure online was *indeterminable compared to* F2F sections. motivation for teaching online: I enjoy teaching and supporting computers. additional notes: I have more than 20 years in the field of computers and networks and would like to continue using this experience to teach online courses.