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ERIC Number: EJ948342
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1539-3100
A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes
Yen, Cherng-Jyh; Abdous, M'hammed
International Journal of Distance Education Technologies, v9 n4 p57-70 Oct-Dec 2011
The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty's presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006). (Contains 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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