Faculty Attitudes about Distance Education

Autor/inn/en	Smidt, Esther; McDyre, Brian; Bunk, Jennifer; Li, Rui; Gatenby, Tanya
Titel	Faculty Attitudes about Distance Education
Quelle	In: IAFOR Journal of Education, 2 (2014) 2, S.181-209 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Distance Education; Teacher Attitudes; College Faculty; State Universities; Computer Mediated Communication; Faculty Development; Discussion Groups; Discourse Analysis; Teacher Collaboration; Teaching Methods; Online Courses; Web Based Instruction; Conventional Instruction; Curriculum Design; Educational Practices; Outcomes of Education; Privacy; Faculty Workload; Small Group Instruction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Fakultät; Staatliche Universität; Computerkonferenz; Diskursanalyse; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Web Based Training; Lehrplangestaltung; Bildungspraxis; Lernleistung; Schulerfolg; Privatsphäre
Abstract	In recent years, there has been a dramatic increase in distance learning in higher education. Given this, it is extremely important to understand faculty attitudes about distance education, not only because they can vary widely, but also because it is the faculty, through their design and implementation of online courses, that will shape the future of distance education. The purpose of the present study is to uncover faculty attitudes about distance education in a specific context, namely that of a mid-sized mid-Atlantic state university. Data sources consist of posts from two of six discussion boards written by 21 faculty participants during an Online Faculty Development Program. Findings are categorized according to (i) philosophical discussions about collaboration, online versus face-to-face courses, and anonymity, (ii) practical discussions about instructor workload and small group discussions, and (iii) practical applications on the incorporation of discussion boards, access, and guidelines for discussion board use. The study ends with course design and faculty training implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01