國立虎尾科技大學 |

Distance education terms in faculty collective bargaining agreements.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Distance education terms in faculty collective bargaining agreements./
作者:	Delaney, Stephanie.
面頁冊數:	1 online resource (312 pages)
附註:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2314.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9781109264227

Distance education terms in faculty collective bargaining agreements.
Delaney, Stephanie.

Distance education terms in faculty collective bargaining agreements. - 1 online resource (312 pages)

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2314.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2009.

Includes bibliographical references

Distance education is expanding rapidly in higher education, with nearly all colleges and universities offering at least some courses in a distance education format. Still, teaching distance education courses is not a common expectation for faculty at hiring. The lack of faculty skilled in distance education makes it difficult for institutions to meet the growing demand for distance education courses. Faculty also experience confusion and stress about expectations for distance education instruction. To provide clarity for all parties, some institutions now include distance education specific terms in their collective bargaining agreements.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781109264227Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Distance education terms in faculty collective bargaining agreements.
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245 1 0 $a Distance education terms in faculty collective bargaining agreements.
264 0 $c 2009
300 $a 1 online resource (312 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2314.
500 $a Adviser: Donald F. Uerling.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2009.
504 $a Includes bibliographical references
520 $a Distance education is expanding rapidly in higher education, with nearly all colleges and universities offering at least some courses in a distance education format. Still, teaching distance education courses is not a common expectation for faculty at hiring. The lack of faculty skilled in distance education makes it difficult for institutions to meet the growing demand for distance education courses. Faculty also experience confusion and stress about expectations for distance education instruction. To provide clarity for all parties, some institutions now include distance education specific terms in their collective bargaining agreements.
520 $a A review of the literature sought to examine the place of distance education in the collective bargaining agreements of community college faculty. The literature suggested that distance education, though it has been a part of higher education for over a century, is still thought of as new. The research on distance education is still developing, and colleges are still in the early stages of determining how to manage distance education activities on campus. This is particularly true in the area of collective bargaining agreements and distance education.
520 $a The purpose of this study was to identify and analyze the distance education terms typically found in community college faculty collective bargaining agreements. A total of 130 collective bargaining agreements were coded and analyzed using the qualitative descriptive method and 31 categories of distance education terms emerged from the data. Term categories included compensation for teaching distance education courses, intellectual property rights, definitions of distance education, and faculty load. The terms revealed the interests and priorities of faculty and administrators with regards to distance education.
520 $a The categories were further organized using a distance education policy framework. This framework gives additional context to institutions seeking to improve clarity in distance education policies.
520 $a The data presented in this study are a valuable tool for community colleges striving to more formally institutionalize distance education. It provides context for policy development and for negotiation. Additionally, it provides a baseline for additional research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
650 4 $a Higher education. $3 1148448
650 4 $a Educational technology. $3 556755
655 7 $a Electronic books. $2 local $3 554714
690 $a 0514
690 $a 0745
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Nebraska - Lincoln. $b Educational Leadership & Higher Education. $3 1182082
773 0 $t Dissertation Abstracts International $g 70-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3366035 $z click for full text (PQDT)