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Going the distance: Community colleg...

Williams, Jacqueline H.

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Going the distance: Community college faculty attitudes toward distance learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Going the distance: Community college faculty attitudes toward distance learning./
作者:	Williams, Jacqueline H.
面頁冊數:	170 p.
附註:	Adviser: Christine Johnson McPhail.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216244
ISBN:	9780542676529

Going the distance: Community college faculty attitudes toward distance learning.
Williams, Jacqueline H.

Going the distance: Community college faculty attitudes toward distance learning. - 170 p.

Adviser: Christine Johnson McPhail.

Thesis (Ed.D.)--Morgan State University, 2006.

The general purpose of this study was to identify the relationship between selected demographics and community college faculty attitudes toward distance learning. Other interest included faculty development in distance learning. The population for this study was faculty members from three Maryland community colleges, one rural, one suburban and one urban. This descriptive study utilized both quantitative and qualitative data collection methods. A survey instrument and semi-structured interviews were used as a means for collecting data. The survey and interview data were used to compare perceptions among varying levels of faculty based on age, gender, educational level, and years of service. The findings provided insight into faculty views about distance learning training at their own institutions. The research study was designed utilizing Gaff's (1975) conceptual framework for staff development in education, which included motivational and attitudinal variables that affected faculty effectiveness. Attitude theory as discussed by several theorists including Eagly, Chaiken, Rokeach, and Maultsby, were theoretical perspectives used to explain and interpret the fact that attitudes made actions as well as ideas instantly feel right or wrong without conscious analysis. The major finding from this study suggested that male faculty had more positive attitudes toward distance learning than female faculty. The three key factors for faculty participation in distance learning were found to be training, extra pay and extra time. Implications for faculty development were identified as a result of the study's findings.

ISBN: 9780542676529Subjects--Topical Terms:

1018008
Education, Community College.

Going the distance: Community college faculty attitudes toward distance learning.
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520 $a The general purpose of this study was to identify the relationship between selected demographics and community college faculty attitudes toward distance learning. Other interest included faculty development in distance learning. The population for this study was faculty members from three Maryland community colleges, one rural, one suburban and one urban. This descriptive study utilized both quantitative and qualitative data collection methods. A survey instrument and semi-structured interviews were used as a means for collecting data. The survey and interview data were used to compare perceptions among varying levels of faculty based on age, gender, educational level, and years of service. The findings provided insight into faculty views about distance learning training at their own institutions. The research study was designed utilizing Gaff's (1975) conceptual framework for staff development in education, which included motivational and attitudinal variables that affected faculty effectiveness. Attitude theory as discussed by several theorists including Eagly, Chaiken, Rokeach, and Maultsby, were theoretical perspectives used to explain and interpret the fact that attitudes made actions as well as ideas instantly feel right or wrong without conscious analysis. The major finding from this study suggested that male faculty had more positive attitudes toward distance learning than female faculty. The three key factors for faculty participation in distance learning were found to be training, extra pay and extra time. Implications for faculty development were identified as a result of the study's findings.
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