June 20: Yay!

I was reminded today that when there is an end, there is always a new beginning.

Today was my last day in Limerick, Ireland, and it was time to treat myself at my favorite pub. There were two wedding parties going on. Yay! Congratulations to both couples!

DSCN4746And, thank you, to the Limerick Institute of Technology who has hosted me for the last four weeks. I enjoyed working with its faculty, staff, and administrators. On the weekends, I re-visited some sites (I visited Ireland for the first time 20 years ago when we lived in England) and got to see some new places.

I have had unforgettable new cultural experiences including buying chickens, watching hurling, experiencing Irish dancing, climbing up Galtymore, and eating flapjacks. One day, I hope to be back for more!

June 5: 11 o’Clock

At 11 a.m. this morning, I was on my way to the Limerick Institute of Technology in Limerick to deliver a presentation to the Applied Science faculty. Below is a picture of the Moylish campus.

LIT Moylish

Germany 2014


I spent part of my sabbatical leave in Frankfurt, Germany after having been invited by the Goethe University. During my 5-week visit, I was able to learn about the German university system, improve my technical German, hold lectures, and plan a research project. I am grateful to my colleagues who made this visit possible đŸ™‚

Frankfurt am Main:


Senckenberg Museum

Film Museum




Alte Oper





Frankfurt City



Sushi CirclePizza

Bockenheim Campus:


Bockenheim Campus







Westend Campus:

Body of Knowledge

Westend Campus

Westend Campus

Westend Campus













Surrounding Areas:

(Heilsberg and Hessenpark)

Old Schoolhouse

Communication Museum

Hessen Park



Online Instructor Satisfaction Article

One of our articles that had been in press for quite some time just came out. The article is based on our previous work that was published in 2009 in the journal Distance Education. The project was a lot of fun!

Bolliger, D. U., Inan, F. A., & Wasilik, O. (2014). Development and validation of the Online Instructor Satisfaction Measure (OISM). Journal of Educational Technology & Society, 17(2), 183-195.

Abstract: The purpose of this study was to develop a self-reported measure of instructor satisfaction within the context of teaching in the online environment and to validate the instrument’s psychometric properties. Upon conducting an expert panel review and pilot study, the instrument was administered to 168 instructors who taught courses in the online environment at a large, public western university. Results of an exploratory factor analysis confirmed a hypothesized five-factor model: Instructor-to-Student Interaction, Affordances, Institutional Support, Student-to-Student Interaction, and Course Design/Development/Teaching. The 27-item Online Instructor Satisfaction Measure (OISM) proved to be psychometrically sound with good factor structure and high internal reliability coefficients for the instrument and its subscales.

The article can be accessed here: http://www.ifets.info/

Doctoral Student Supervision Article

Hot off the press … even though the manuscript has been “in press” since August 2012 đŸ™‚

Erichsen, E. A., Bolliger, D. U., & Halupa, C. (2014). Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings. Studies in Higher Education, 39(2), 321-338. doi:10.1080/03075079.2012.709496


There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students becomes even more difficult for both students and supervisors. The goal of the research was to investigate doctoral students’ perceptions of supervision and to understand doctoral student satisfaction with graduate supervision where programs were delivered utilizing a variety of distance systems. Statistically significant differences in student responses were found based on gender. While students whose programs were primarily delivered online were moderately satisfied, students who were in the blended programs were more satisfied. Other differences were detected between online and blended doctoral supervision environments. Certainly, these media for supervision warrant further investigation as distance and blended doctoral programs increase.

Read more at the Studies in Higher Education journal Web site  http://www.tandfonline.com/doi/full/10.1080/03075079.2012.709496#.UyCyN4XIYV8