Bar-Ilan University

This study investigated a representative sample of 61 faculty members currently integrating online teaching within campus-based teaching at Bar-Ilan University. Based on Rogers ' Diffusion of Innovation Model (1995), we examined faculty’s current and past expectations, over all satisfaction, insights and ‘lessons learnt ’ from online teaching, as well as future expectations. A semi-structured interview was the primary instrument used in the research, integrated with activity reports from 107 online courses taught by those faculty to measure aspects of their online teaching. Preliminary results presented here indicate a high level of satisfaction with online teaching, suggesting that most faculty are likely to be at the final stage of Rogers ' model: the confirmation stage. A bivariate correlation analysis reveals that faculty satisfaction was significantly and positively associated with online teaching experience, perceived students satisfaction from online courses, perceived colleagues satisfaction from online courses, degree and impact of the change agent. Suggestions for further research are included. Introduction and aim of study As online teaching initiatives flourish throughout higher education world wide, new avenues of opportunity have opened for faculty, students and administrators alike. Online teaching differs from traditional one in a number of ways, including instructor and students ' roles, communication