國立虎尾科技大學 |

Institutional structures that influence faculty to participate in distance education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Institutional structures that influence faculty to participate in distance education./
Author:	Keeton, Cheryl L.
Description:	1 online resource (263 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3840.
Contained By:	Dissertation Abstracts International61-10A.
Subject:	Educational administration. -
Online resource:	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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100 1 $a Keeton, Cheryl L. $3 1195448
245 1 0 $a Institutional structures that influence faculty to participate in distance education.
264 0 $c 2000
300 $a 1 online resource (263 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3840.
500 $a Director: Grey Hall.
502 $a Thesis (Ed.D.)--East Carolina University, 2000.
504 $a Includes bibliographical references
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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 $a 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.
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 East Carolina University. $3 1195449
773 0 $t Dissertation Abstracts International $g 61-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9993226 $z click for full text (PQDT)