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ERIC Number: ED459636
Record Type: Non-Journal
Publication Date: 2001-Jan-17
Pages: 192
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Encouraging Participation in College and University Distance Education Programs.
French, Robert C.
The focus of this study is the ongoing need for empirical examination of current strategies for encouraging faculty participation in distance education. The study examined the growth in faculty participation in Internet-based distance teaching at 31 state-supported colleges and universities, members of the State University of New York Learning Network distance education consortium, over the period from 1998-2000. It compared the variety and perceived effectiveness of the institutional strategies used to encourage participation. Survey responses were received from 75 faculty members and 43 administrators at the 31 institutions. Findings suggest that faculty who have taught Internet-based distance education courses believe that the technologies and pedagogies used are conducive to rapid adoption and diffusion of this academic innovation. Faculty who have taught such courses also believe that the use of planned change strategies is important for encouraging faculty participation; however, that academic leaders have generally failed to use these strategies effectively. Faculty participation in distance education increases at a faster rate at institutions where academic leaders make more effective use of planned change strategies. Faculty participation in distance education is encouraged more at community colleges than it is at four-year institutions. Consortium membership is an effective strategy for encouraging faculty participation in distance education. Four appendixes contain the survey instrument, an interview guide, and details of faculty and administrator responses. (Contains 14 tables and 81 references.) (SLD)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A