Factors Motivating and Inhibiting Faculty in Offering Their Courses via Distan... - The Diigo Meta page

• 07 Jul 11
  

  Joe F

  distanceed onlineed

• 28 May 08
  

  wayne anderson

  Distance Education education Distance Education

• 17 Jul 07
  

  schopie1 schopie1
  • Distance education is inconsistent with our mission.
  • echnical demands for this type of program in view of current lack of ability to maintain current equipmen
  • financial reason
  • Technical challenges – we are understaffed in I.S. already
  • Information Services is woefully inadequate when it comes to meeting our current needs
  • I think my particular courses are too “hands-on” to be good candidates for distance learning
  • I am too busy!
  • • have reservations about evaluating learning from online science courses.
     
     
     
  • ack of tech support and har
  • he Midwest Higher Education Commission found (Gifford, 1999) that most innovative efforts in higher education today are the product of individual faculty members working alone
  • This study has one significant limitation. Although the survey asked if faculty had personal experiences with teaching or taking a distance education class, it did not ask whether faculty had had personal experience using Blackboard’s online software for teaching support.
  • fear that D.E. would diminish community involvement on campus, personal contact, spiritual development and one-on-one contact.
  • An additional 20 percent cited the potential for institutional financial gain
  • We do a mediocre job of supporting technology already (h
  • Forty percent of those who responded to the open-ended question about why to implement distance education cited the need to reach more/new students
  • t would be essential that (name of college removed) provide enough curriculum development resources and technical support services to make this a quality learning experience.
  • Both younger and older faculty members think their role as teachers will be diminished as the role of technology increases
  • • only if our regular full-time faculty are heavily involved in the course development, deliver and quality control.
     
     
     
  • reaching students not currently enrolled.
  • small, private liberal arts college h
  • hile some faculty are concerned about the loss of face-to-face contact with students, those with expert status seem to understand that other forms of technology-based “contact” with students (i.e. e-mail, chat rooms, etc.) might be not ideal but workable alternatives to face-to-face contact
  • Younger faculty, in general, are more motivated by financial incentives and may be willing to pioneer distance education courses if offered additional pay, summer stipends or release time.
  • thirty-two to seventy-two years of age, and includes sixty-seven males and twenty-four females
  • Faculty members who are novices with technology are unlikely and/or unwilling candidates for teaching distance education
  • Forty percent (40%) of faculty “agreed” with this statement, and 12.31% “strongly agreed.
  • Sixty-four percent (64%) w
  • The highest percentage of respondents (45%) had 20+ years of teaching and 63% were tenured
  • Likert scale
  • survey was used
  • Although Rockwell et al (1999) asserted that monetary awards were not significant incentives at a mid-west land grant university, research by Parker (2003) said otherwise, indicating that compensation is indeed an incentive
  • most faculty members were not motivated to teach distance education courses by promise of stipend, merit pay, promotion or award
  • urthermore, faculty who do participate in distance education or who are considering participating perceive that such activity will be unrewarded and unsupported by the university infrastructure
  • Developing a distance education course takes 2-3 times as long as a traditional course and teaching the course takes substantially greater time than a traditional one (AAUP, 2002)
  • Wilson (2001) found faculty unsure of the efficacy of distance education, ranking it last behind the various forms of one-on-one instruction and face-to-face classroom instruction. Wilson also found another common inhibitor was the lack of technical experience, and that technology issue was a common theme in the literature. Faculty frequently expressed inhibitions about not possessing the necessary and progressive technological savvy or having the requisite technical support for themselves
  • The emotional responses of faculty are more important in this regard than are hard facts about the success or failure of distance education (Black, 1992)
  • administrators still find difficulty in getting faculty to participate
  • administrators can be too hasty in pushing DE, treating technology as “something apart from the human world, instead of as a social phenomenon.
  • hassle factor”
  • Distance education typically has offered new revenue streams for colleges that have adopted it

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