Time Will Tell on Issues Concerning Faculty and Distance Education

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Autor/inn/en	Ansah, Angela O.; Johnson, James T.
Titel	Time Will Tell on Issues Concerning Faculty and Distance Education
Quelle	In: Online Journal of Distance Learning Administration, 6 (2003) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Distance Education; Higher Education; College Faculty; Teacher Attitudes; Statistical Significance; Educational Change; Knowledge Economy; Technology Uses in Education; College Students; Administrators; Teacher Education; Questionnaires; Teacher Surveys; Response Rates (Questionnaires); Measures (Individuals); Statistical Distributions; Multivariate Analysis; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Bildungsreform; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Lehrerausbildung; Lehrerbildung; Fragebogen; Antwortkontrolle; Messdaten; Wahrscheinlichkeitsverteilung; Multivariate Analyse
Abstract	Technology-based distance education (TBDE) is increasingly being used to supplement higher education needs and this is raising a variety of concerns in universities. This study examined the differences in the concerns expressed by instructional faculty of three comparable universities that differ primarily in their stages of implementing distance education. The results showed statistically significant differences among the universities' faculty concerns. The findings were congruent with one facet of the Concerns-Based-Adoption Model which states that "stage or stages where concerns are more (and less) intense will vary as the implementation of change progresses" (Hord, Rutherford, Huling-Austin, & Hall, 1987, p.30). They also reflected the "implementation dip" that postulates that conditions often get worse temporarily before they improve in a change process (Fullan, 1991, 1996). As the world shifts from the Industrial Revolution into the knowledge revolution, higher education, as a major societal resource, is being sought to an extent never before witnessed (Oblinger & Verville, 1998). Just as the employment of children was the perpetuating force of the industrial society, the education of adults is the stimulus of the emerging information or knowledge society (Dillon, 1989). The challenge to higher education systems, therefore, is to provide increased access to educational opportunities, often with no additional resources. One way for higher education to meet this challenge is by incorporating technology-based distance education, which allows for the immediate expansion of educational access and is capable of maintaining cost effectiveness in the long term (Twigg & Oblinger, 1996). This would appear to be a well-embraced solution except for the omission of one key component, the complexity of adequately preparing the individuals who are directly impacted by such an educational change, namely, the university administrators, instructional faculty and the students themselves. This article focuses on the intricacy of faculty preparedness for technology-based distance education (TBDE) from the perspective of their concerns and how these concerns vary with time. The spotlight is on faculty as they are the key element in the teaching and learning process (Rockwell, Schauer, Fritz, & Marx, 1999) providing instructional leadership, instructional design and detailed programs necessary for successful implementation of distance education (Olcott & Wright, 1995). In addition, this study investigated faculty concerns at various stages of implementation on the premise that concerns vary over time. This study sought to illuminate some of the concerns expressed by faculty at various phases of implementing technology-based distance education (TBDE). The study was conducted in the hopes of adequately preparing both administrators and faculty for individual challenges often overlooked in the adoption of innovations so as to facilitate the change and consequently provide a smoother transition for faculty, administrators and students. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01