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Influences upon higher education faculty use of distance education technology

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Date Issued:
1998
Summary:
The purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning technology and ten who are not, five from each category at each of the two sites. Findings were grouped and addressed by seven areas of influence: trappings of the job, instructional quality, pioneering spirit, leadership, student needs and capabilities, supporting students, and competition and image. Within the seven areas, 21 specific influences were identified and described. Strong enhancers were an interest in emerging technology, desire to improve the current situation, changing student demographics, need for increased flexible access to educational opportunities, technology training and assistance for students, student to student support systems, distance-friendly student services, competition with other institutions, and collaboration. Detractors included extra workload, tenure and job security fear, love of the traditional classroom paradigm, lack of a reliable technology infrastructure, lack of administrative direction and support, and a negative image of distance education. Acting both as enhancers and detractors were student readiness, match of technology with learning sought, ability to create an interactive learning community, and ability of students as independent learners. The conclusion is drawn that faculty members at these two institutions are more likely to decide to use technology-based distance education if they hold four primary beliefs: (1) that it can produce a quality learning experience, (2) that it will better meet student needs, (3) that they personally are capable of developing and/or delivering it effectively, and (4) that it is to their advantage to develop and/or deliver it. These four beliefs are in their order of importance as voiced by the participants in this study. Recommendations are offered to administrators, in the form of specific actions to take to encourage participation by faculty members at their institution.
Title: Influences upon higher education faculty use of distance education technology.
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Name(s): Bebko, Phyllis Ruth, author
Florida Atlantic University, Degree grantor
Galbraith, Michael W., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1998
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, FL
Physical Form: application/pdf
Extent: 164 p.
Language(s): English
Summary: The purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning technology and ten who are not, five from each category at each of the two sites. Findings were grouped and addressed by seven areas of influence: trappings of the job, instructional quality, pioneering spirit, leadership, student needs and capabilities, supporting students, and competition and image. Within the seven areas, 21 specific influences were identified and described. Strong enhancers were an interest in emerging technology, desire to improve the current situation, changing student demographics, need for increased flexible access to educational opportunities, technology training and assistance for students, student to student support systems, distance-friendly student services, competition with other institutions, and collaboration. Detractors included extra workload, tenure and job security fear, love of the traditional classroom paradigm, lack of a reliable technology infrastructure, lack of administrative direction and support, and a negative image of distance education. Acting both as enhancers and detractors were student readiness, match of technology with learning sought, ability to create an interactive learning community, and ability of students as independent learners. The conclusion is drawn that faculty members at these two institutions are more likely to decide to use technology-based distance education if they hold four primary beliefs: (1) that it can produce a quality learning experience, (2) that it will better meet student needs, (3) that they personally are capable of developing and/or delivering it effectively, and (4) that it is to their advantage to develop and/or deliver it. These four beliefs are in their order of importance as voiced by the participants in this study. Recommendations are offered to administrators, in the form of specific actions to take to encourage participation by faculty members at their institution.
Identifier: 9780591752663 (isbn), 12548 (digitool), FADT12548 (IID), fau:9439 (fedora)
Degree granted: Thesis (Ed.D.)--Florida Atlantic University, 1998.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Subject(s): Distance education
Educational technology
University extension
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12548
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.