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A study of how selected faculty and ...

Chen, Long.

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A study of how selected faculty and teaching staff members integrate Web-based instruction in regular teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of how selected faculty and teaching staff members integrate Web-based instruction in regular teaching./
Author:	Chen, Long.
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2455.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098654

A study of how selected faculty and teaching staff members integrate Web-based instruction in regular teaching.
Chen, Long.

A study of how selected faculty and teaching staff members integrate Web-based instruction in regular teaching. - 111 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2455.

Thesis (Ed.D.)--University of South Carolina, 2003.

Web-based instruction (WBI) is the delivery of instruction using Web-based technologies and resources, which allows the instructor and students to perform some learning-related tasks. Since late 1990s, university faculty are exploring various models of using WBI in their teaching, ranging from Web-enhanced regular face-to-face classes, to exclusively Web-based distance courses.Subjects--Topical Terms:

1017498
Education, Technology.

A study of how selected faculty and teaching staff members integrate Web-based instruction in regular teaching.
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245 1 2 $a A study of how selected faculty and teaching staff members integrate Web-based instruction in regular teaching.
300 $a 111 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2455.
500 $a Director: Jack Lyday.
502 $a Thesis (Ed.D.)--University of South Carolina, 2003.
520 $a Web-based instruction (WBI) is the delivery of instruction using Web-based technologies and resources, which allows the instructor and students to perform some learning-related tasks. Since late 1990s, university faculty are exploring various models of using WBI in their teaching, ranging from Web-enhanced regular face-to-face classes, to exclusively Web-based distance courses.
520 $a The purpose of this study was to identify how the selected faculty from seven colleges and departments at the University of South Carolina were integrating WBI. About 27% of the participating faculty completed either a hardcopy or an online 80-item survey questionnaire.
520 $a The study revealed that 72% of the faculty were integrating WBI in their regular teaching. Among the 160 Web-based courses cited, 77% were at the graduate level, and 21% were distance courses. Though the results showed no significant relationship between faculty's gender, academic rank, and their tenure status and their level of integration of WBI, this study did find that the faculty's attitudes to and beliefs of WBI, their technology expertise, their accessibility of technology, support, and training affected their integration of WBI. Whereas faculty aged 40 or younger demonstrated a higher level of integration of WBI than whose aged 56 or old, well over two-thirds of the participants indicated that they preferred acquiring new skills through self-exploration with some one-on-one tutoring or learning from colleagues than participating in training workshops.
520 $a Additionally, this study examined what faculty identified as benefits and barriers in their WBI. The top five benefits listed were: improving communication, improving teaching, increasing student access to information, enhancing learning, and reaching more students. Time and workload issues, technology availability and reliability, student factors, technical support, and technology expertise were top five top barriers.
520 $a To facilitate faculty to develop WBI, the study recommended that administrators at all levels address the incentive issues as well as support issues, particularly the issues of adjusting faculty's workload, offering release time for training or self-exploration, maintaining an effective and reliable technology infrastructure and technical support staff, and ensuring there is a smooth and efficient channel for faculty to interact and exchange their experience and expertise in adopting WBI.
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792 $a 2003
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