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Encouraging faculty participation in...

French, Robert Cobb.

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Encouraging faculty participation in college and university distance education programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Encouraging faculty participation in college and university distance education programs./
作者:	French, Robert Cobb.
面頁冊數:	181 p.
附註:	Major Professor: D. Bruce Johnstone.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9997946
ISBN:	0493062815

Encouraging faculty participation in college and university distance education programs.
French, Robert Cobb.

Encouraging faculty participation in college and university distance education programs. - 181 p.

Major Professor: D. Bruce Johnstone.

Thesis (Ph.D.)--State University of New York at Buffalo, 2001.

The study provides a number of specific recommendations for academic leaders who wish to increase faculty participation in distance education programs.

ISBN: 0493062815Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Encouraging faculty participation in college and university distance education programs.
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245 1 0 $a Encouraging faculty participation in college and university distance education programs.
300 $a 181 p.
500 $a Major Professor: D. Bruce Johnstone.
500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4690.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2001.
520 $a The study provides a number of specific recommendations for academic leaders who wish to increase faculty participation in distance education programs.
520 $a College-level distance education programs are growing rapidly, but sustainable growth in these programs will require an increase in faculty participation in distance teaching, as well as the eventual acceptance of distance education as one of the core activities of higher education organizations.
520 $a Academic leaders such as college presidents, deans, and department chairs are currently employing a variety of strategies aimed at encouraging greater faculty participation in distance education, but a limited amount of study in this area has failed to produce an agreed upon theoretical framework to guide the development or evaluation of these strategies.
520 $a The problem focus of this study is the ongoing need for empirical examination of current strategies for encouraging faculty participation in distance education, to assess the effectiveness of these strategies, and to contribute to the development of improved strategies.
520 $a This study examines growth in faculty participation in Internet-based distance teaching at 31 state-supported colleges and universities over a two-year period (1998–2000), and compares the variety and perceived effectiveness of the institutional strategies used to encourage participation. The institutions selected for this study are members of the State University of New York (SUNY) Learning Network distance education consortium. The major findings from this study suggest that: (1) Faculty who have taught Internet-based distance education courses believe that the technologies and pedagogies used are conducive to rapid adoption and diffusion of this academic innovation. (2) Faculty who have taught Internet-based courses believe that the use of planned change strategies is important for encouraging faculty participation, but academic leaders have generally failed to use these strategies effectively. (3) Faculty participation in distance education increases at a faster rate at institutions where academic leaders make more effective use of planned change strategies. (4) Faculty participation in distance teaching is encouraged more at community colleges than it is at four-year institutions. (5) Consortium membership is an effective strategy for encouraging faculty participation in distance education.
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