Administrators' Views on Factors Influencing Full-Time Faculty Members' Participation in Online Education

Autor/inn/en	Lesht, Faye; Windes, Deborah L.
Titel	Administrators' Views on Factors Influencing Full-Time Faculty Members' Participation in Online Education
Quelle	In: Online Journal of Distance Learning Administration, 14 (2011) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Community Colleges; Private Colleges; Institutional Survival; Online Courses; Administrator Attitudes; Influences; Teacher Participation; Pilot Projects; Barriers; Public Colleges; Resistance to Change; Theories; Innovation; Teacher Motivation; Web Based Instruction; College Faculty; Teacher Attitudes; Qualitative Research; Semi Structured Interviews; Distance Education; Influence of Technology; College Environment + Suchen Sie Ihr Suchwort? Community college; Community College; Privathochschule; Online course; Online-Kurs; Influence; Einfluss; Einflussfaktor; Pilot project; Modellversuch; Pilotprojekt; Theory; Theorie; Web Based Training; Fakultät; Lehrerverhalten; Qualitative Forschung; Distance study; Distance learning; Fernunterricht; Hochschulumwelt
Abstract	This pilot study was conducted in order to explore factors that facilitate and inhibit the teaching of online courses from an administrative perspective. A random sample of community college and public and private universities was selected, and administrators working closely in online education were invited to participate. A qualitative (interview-based) research design was used. Administrators of two public universities, one private university, and two community colleges participated; 12 interviews were completed and 1 additional participant e-mailed responses for a total of 13 data sets. Facilitating factors included concerns for institutional survival, student demand, fulfilling professional responsibilities to one's field by expanding access to the profession through online programs, and the flexibility afforded by online courses. Inhibiting factors included preparation time in terms of designing high-quality online courses, fear of and resistance to change, the fit between online education and select curricula, and missing the "energy" of the classroom. The study considered blended education as well but the data pertained exclusively to online education. Disruptive Innovation Theory (Christensen 2003; Christensen et al. 2011) was used to interpret the data. (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	2017/4/10