Faculty Concerns Related to Distance Learning within Nontraditional Doctoral Programs

Autor/inn/en	Singleton, H. Wells; Session, Carmen L.
Titel	Faculty Concerns Related to Distance Learning within Nontraditional Doctoral Programs
Quelle	In: New Directions for Adult and Continuing Education, (2011) 129, S.31-41 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.398
Schlagwörter	Distance Education; Doctoral Programs; Nontraditional Education; Teacher Attitudes; Barriers; Performance Factors; Tenure; Faculty Promotion; Faculty Workload; Time Perspective; Technology Integration; School Support; Compensation (Remuneration); Motivation; Literature Reviews; Educational Innovation + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Doktorandenprogramm; Non-traditional education; Alternative Erziehung; Lehrerverhalten; Leistungsindikator; Amtszeit; Beschäftigungsdauer; Zeitbezug; Schulförderverein; Abfindung; Kompensation; Lohnausgleich; psychologische; Motivation (psychologisch); Instructional innovation; Bildungsinnovation
Abstract	As a unique academic offering, the nontraditional, distance-delivered doctorate poses particular issues for faculty members who choose to teach in such a program. Among these issues are compensation, administrative support, technology, innovation, time demands, workload, and promotion and tenure. In this chapter, the authors identify and provide characteristics of these issues most often associated with nontraditional doctoral studies as indicated by the faculty members associated with this environment. Because distance education has become a major component of many nontraditional doctoral programs, the authors synthesize the literature on an array of faculty concerns and only discuss faculty concerns related to distance learning within nontraditional doctoral programs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10