For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and…

For the twenty-ninth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two…

With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online learning instruction. The major concerns are centering on the following questions: What will be the new role for instructor in online education? How will…

This study identifies and posits guidelines for assessing the skills and knowledge of online distance ducators. Findings derived from Cooper?s (1998) synthesis research method reveal sixteen skills that may be grouped into six areas that are thought to be essential for educators to teach successfully online. The study also shows that factors, like…

The rapid growth of instructional technologies has provided college faculty with a vast array of educational resources and learning opportunities (Grasha, 2000; Kagima & Hausafus, 2001). As described in the relevant literature addressing this issue, there are several potential advantages in utilizing instructional technologies to enrich the…

This paper reviews more than a decade of investigations undertaken to determine what motivates and what discourages faculty participation in distance education. The presenters describe the evidence that faculty extrinsic and intrinsic conditions both influence willingness to participate. The researchers compare the findings of this study with…

Teacher professional development is assumed to be enhanced through reflective, collective, collaborative professional communities (Little, 2003). Universities in these teacher community developments play a big role by providing teachers with pedagogical helps and professional developments. By not only encouraging teachers to go to conferences,…