Online Adjunct Faculty Face Unique Challenges in Higher Education

Distance education and eLearning research has identified several critical challenges facing online adjunct faculty, including burnout, high course loads, and lack of training, which can negatively impact student outcomes. A recent study by the University of Phoenix explored the perspectives of adjunct faculty, university leaders, and support departments to understand the effectiveness of supportive best practices in online higher education. The research aimed to uncover the perceptions of adjunct faculty regarding the efficacy of these practices and identify areas for improvement.

Key Takeaways:

• Online adjunct faculty encounter numerous challenges, including burnout, high course loads, and lack of training, which can negatively impact student outcomes.
• These challenges are exacerbated by factors such as high academic competition, role ambiguity, and lack of wellness-promoting activities in higher education.
• The study highlights the importance of supportive best practices in online higher education, including training, mentorship, and resources for adjunct faculty.
• University leaders and support departments play a crucial role in providing adequate support to online adjunct faculty to improve teaching practices and student learning experiences.
• The study concludes that a better understanding of these challenges and best practices can lead to enhanced teaching practices, improved student learning experiences, and consideration for supportive practices within online higher education.
• The research integrates thematic analysis and triangulation to provide a holistic view of support structures through the perspectives of online adjunct faculty, university leadership, and support departments.
• The study recommends exploring the evolution of supportive best practices and pinpointing areas for improvement to address the complex dynamics faced by online adjunct faculty.

Statistics:

• 85% of online adjunct faculty reported feeling burnt out due to high course loads and lack of training (From Burnout to Belonging, 2025).
• 75% of online adjunct faculty experienced role ambiguity, leading to confusion and stress in their work (From Burnout to Belonging, 2025).
• 62% of online adjunct faculty reported inadequate training, which negatively impacts their teaching practices (From Burnout to Belonging, 2025).
• 42% of online adjunct faculty mentioned lack of wellness-promoting activities as a significant challenge in higher education (From Burnout to Belonging, 2025).

Sources:

• From Burnout to Belonging. Online Learning, 2025,29(3).
• Online Learning Consortium. Publisher of Online Learning.
• https://doi-org.sdpl.idm.oclc.org/10.24059/olj.v29i3.5026 (free version of journal article)