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Faculty and administrators' beliefs ...

Isham, Eleonore Kate.

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Faculty and administrators' beliefs about, experience with, and willingness to utilize distance education technologies in medium-sized New Mexico community colleges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty and administrators' beliefs about, experience with, and willingness to utilize distance education technologies in medium-sized New Mexico community colleges./
作者:	Isham, Eleonore Kate.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1224.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3129894
ISBN:	0496771493

Faculty and administrators' beliefs about, experience with, and willingness to utilize distance education technologies in medium-sized New Mexico community colleges.
Isham, Eleonore Kate.

Faculty and administrators' beliefs about, experience with, and willingness to utilize distance education technologies in medium-sized New Mexico community colleges. - 203 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1224.

Thesis (Ed.D.)--New Mexico State University, 2004.

The primary purpose of this study was to examine faculty and administrators' beliefs about distance education, their experience with distance education technologies, and their willingness to be involved with distance education. Specifically, this study investigated differences between faculty members' and administrators' beliefs, experience, and willingness to use distance education technologies and to examine whether faculty members' beliefs were related to their willingness to use distance education technologies in their courses and how their experience was related to their willingness to use distance education technologies in their courses.

ISBN: 0496771493Subjects--Topical Terms:

1018008
Education, Community College.

Faculty and administrators' beliefs about, experience with, and willingness to utilize distance education technologies in medium-sized New Mexico community colleges.
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245 1 0 $a Faculty and administrators' beliefs about, experience with, and willingness to utilize distance education technologies in medium-sized New Mexico community colleges.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1224.
500 $a Chair: Eduardo Arellano.
502 $a Thesis (Ed.D.)--New Mexico State University, 2004.
520 $a The primary purpose of this study was to examine faculty and administrators' beliefs about distance education, their experience with distance education technologies, and their willingness to be involved with distance education. Specifically, this study investigated differences between faculty members' and administrators' beliefs, experience, and willingness to use distance education technologies and to examine whether faculty members' beliefs were related to their willingness to use distance education technologies in their courses and how their experience was related to their willingness to use distance education technologies in their courses.
520 $a Data were collected with two self-reporting questionnaires; one for faculty and one for administrators. In addition to demographic data, respondents provided information regarding their beliefs about distance education, their experience with nine distance education technologies and their willingness to use those technologies. Data were analyzed using independent t-tests to compare faculty and administrator beliefs about distance education, their experience with distance education technologies, and their willingness to use those technologies. Pearson Product-Moment correlations were used to analyze relationships between faculty beliefs about distance education and their willingness to use distance education technologies and the relationships between faculty experience with specific distance education technologies and their willingness to use those technologies in the future.
520 $a The results of the study indicated that while both faculty and administrators held positive beliefs toward distance education, administrators held more positive beliefs toward distance education, had more experience using specific distance education delivery technologies, and were more willing than faculty to be involved with those technologies. The study also found that faculty beliefs about distance education were not significantly related to their willingness to be involved with certain distance education delivery technologies. Finally, the study found a positive relationship between faculty experience with certain distance education delivery technologies and their willingness to use those technologies. Implications were drawn concerning the provision of motivations for faculty to become involved in delivery of distance education and development and delivery of professional education for faculty. The study provides several recommendations to facilitate better understanding between faculty and administrators.
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