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Institutional structures that influe...
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ProQuest Information and Learning Co.
Institutional structures that influence faculty to participate in distance education.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Institutional structures that influence faculty to participate in distance education./
作者:
Keeton, Cheryl L.
面頁冊數:
1 online resource (263 pages)
附註:
Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3840.
Contained By:
Dissertation Abstracts International61-10A.
標題:
Educational administration. -
電子資源:
click for full text (PQDT)
ISBN:
9780493001548
Institutional structures that influence faculty to participate in distance education.
Keeton, Cheryl L.
Institutional structures that influence faculty to participate in distance education.
- 1 online resource (263 pages)
Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3840.
Thesis (Ed.D.)--East Carolina University, 2000.
Includes bibliographical references
The purpose of this study was to identify institutional structures that influence faculty to participate in distance education. Rogers' Diffusion of Innovation Theory was used as a framework for the case study which examined structures faculty members say have influenced and will influence them to participate in distance education.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780493001548Subjects--Topical Terms:
1148465
Educational administration.
Index Terms--Genre/Form:
554714
Electronic books.
Institutional structures that influence faculty to participate in distance education.
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The purpose of this study was to identify institutional structures that influence faculty to participate in distance education. Rogers' Diffusion of Innovation Theory was used as a framework for the case study which examined structures faculty members say have influenced and will influence them to participate in distance education.
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Based on the data obtained from a survey, interviews, and documentation, it was determined that providing access to the hardware and course ware for instruction had encouraged some faculty members to participate in distance education. In addition, training and a support staff for the transition from face to face instruction to distance education also encouraged faculty to participate.
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Individuals not participating in distance education indicated they would be influenced to participate if distance education methods were proven to be effective and not lacking in quality when compared to face to face instruction. They question whether students would have access to distance courses and be successful. Faculty members expressed concern about the reliability of the technology for themselves and their students. Time for the development and maintenance of distance education courses was more important than financial reward. Faculty members indicated concern that they would have time for research, which is a necessary criterion for promotion and tenure.
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At the time of this study faculty members do not perceive distance education as beneficial. Communication channels are not being used to communicate the factors faculty indicates would encourage them to participate. Critical mass has not been achieved. Strong interpersonal networks exist between faculty and deans and department chairs. However, most departments are homophilous and therefore not conducive to change.
520
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Currently ECU is between initiation and implementation of distance education. Based on this study, to influence faculty to participate in distance education there are five recommendations for further study. Determine structures that will (1) convince faculty that the technology is reliable and the quality of distance education is at least equal to traditional methods, (2) provide time to develop and maintain distance education courses, (3) examine and evaluate distance education, (4) establish peer models within departments, and (5) establish a clear vision about distance education.
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