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ERIC Number: EJ875003
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1528-3518
Graduate Faculty Perceptions of Online Teaching
Santilli, Sharon; Beck, Vesna
Quarterly Review of Distance Education, v6 n2 p155-160 2005
The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler School of Education and Human Services (FSEHS). The faculty taught six-credit, three-credit, and two-credit online courses to 701 students in the winter 2004 term using the WebCT platform. The data were collected using an 11-question survey that focused on faculty's use of technology; time spent in online instructional activities; perceptions of faculty role; and assessment of student work. Both qualitative and quantitative analyses were used to interpret the data. The investigators intended to use the results for several purposes. The first purpose was to collect data on the use of WebCT tools and determine the level or faculty expertise in online teaching. The second purpose was to add to the growing body of research about online teaching and learning that currently contains very little information about graduate faculty experiences. The third purpose of the study was to provide data that corroborates the notion that online teaching needs to be defined and rewarded in new ways. Research indicates that more and more higher education institutions, particularly private universities, are expanding their online course offerings at meteoric rates (Allen & Seaman, 2003; Berg, 2002; Huber & Lowry, 2003). This trend, however, has not resulted in the appropriate changes with regard to traditional teaching and learning paradigms (Bender, 2003; Goodyear, 2002; Stephenson, 2001; Palloff & Pratt, 1999, 2001; Yoon, 2003). The online instructional trend is also resulting in the ability to deliver courses and programs to greater numbers of students at much lower costs to institutions (Berg, 2002; Palloff & Pratt, 2001). These institutional benefits are not being passed on to faculty whose teaching loads and financial rewards are still being viewed using traditional standards and criteria (Berg, 2002; DiBiase, 2004; Palloff & Pratt, 1999).
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A