In the distance teaching institutions where e‐learning initiatives are underway and where the planners and administrators grapple with effective adoption and deployment of technology‐enabled education, faculty attitude and motivation assume considerable significance. Attitudinal pre‐dispositions and institutional and allied barriers (including appropriate policy initiatives) are assumed to play a crucial role in making an effective shift from traditional distance education delivery to web‐enabled education and training. Such issues are especially critical to single mode mega universities like the Indira Gandhi National Open University (IGNOU). This article reports the findings of a study conducted to examine the attitudes of faculty members from IGNOU towards e‐learning, and to identify barriers and motivators of e‐learning adoption and use. IGNOU, with about 1.5 million students scattered over 32 countries, has been offering e‐learning programs for almost a decade. The findings suggest that extensive use...

E-Learning in a Mega Open University: Faculty Attitude, Barriers and Motivators.

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.

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Faculty Actions that Result in Student Satisfaction in Online Courses.

This study identifies how higher education institutions are preparing their faculty to teach online using a qualitative methodology. Six participants, three experienced and three non-experienced online faculty members, were purposely selected and interviewed. Participants were asked questions regarding their preparation experiences, the activities they felt were most beneficial, and areas in which they would like further development. The findings revealed that faculty found collaborating with colleagues, more one-on-one assistance with university personnel, and online courses and resources that offer both technical and pedagogical training to be the most beneficial to preparing them to teach online. The results of the study offer relevant information to redesign preparation activities that will better prepare faculty to teach online as well as encourage the adoption of online teaching.

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Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to Teach Online

The purpose of this study was to evaluate the availability and effectiveness of administrative support elements for online teaching faculty, and introduce a faculty validated Matrix for use as a guide in development of administrative support for online programs. When administrators make decisions about the infrastructure support needs of a current or planned online teaching program, these decisions are often based on external expert advice rather than on the advice of experienced ground level faculty. Online teaching faculty are the best source of advice and information on what works and what does not. With this premise in mind faculty at a premier medical university were surveyed to find out what elements are important to the development of an effective online teaching program. Faculty feedback was used to validate an Online Teaching Infrastructure Matrix designed to help campus administration evaluate the current administrative support they provide to online teaching programs.

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Infrastructure and Administrative Support for Online Programs.

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

/pdf/the-influence-of-online-teaching-on-face-to-face-teaching-2r9pzgr4d4.pdf

The Influence of Online Teaching on Face -to -Face Teaching Practices

The prevalence of online distance education courses requires university faculty to face new challenges and make new decisions in the areas of course management and design, delivery method, student communication media, creation of an engaging learning environment, assessment , and use of new technologies. The purpose of this study was to ascertain if university faculty in the University of North Carolina System are receiving sufficient training and support in developing an online distance education curriculum. There was also an interest in the types and amount of training the faculty received at various institutions as well as their attitudes toward developing curriculum for online learning. An online survey was employed to solicit data from faculty of the schools and departments of education (SCDEs) within the University of North Carolina System who have previously taught online courses. The survey addressed the experience of respondents, types of on and off-campus training offered, topics offered in training, relevancy of offerings, whether or not training was required prior to course delivery, and requested ideas for staff development that were desired but unavailable. The majority of respondents indicated that there was sufficient training for faculty to support the change to online learning. Respondents also indicated that most training was offered on-campus, was predominately related to pedagogical and technical areas, was viewed as relevant and accessible, and participation was voluntary or not required. Faculty attitudes, according to results, were overall positive about the quality and quantity of training for course development and maintenance for online learning environments. Introduction As new technologies continue to emerge and students require more flexibility in class scheduling, institutions of higher education are striving to accommodate students. Higher education has responded by implementing distance education (DE), more recently referred to as e-learning or online learning. There have been many differing definitions proposed for online instruction, although most include two distinct elements: a difference in space and/or time between instructor and student, and the use of some medium for communication (Keegan, 1995). More often than not, that medium is the Internet. Online learning has increased in popularity with both universities and students for numerous reasons. Students find it more convenient to take classes online without the expense and time constraints involved with commuting to a campus facility. University administrators are seeing the online trend as a major revenue and recruitment tool. Universities can reach more students without hiring additional staff. They are also able to reach students who either cannot take time away from work to come to class or who are geographically challenged (Valentine, 2002).

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Prepared to Teach Online? Perspectives of Faculty in the University of North Carolina System.

This article summarizes the results of a study conducted to investigate factors influencing the organizational design, establishment, administration, and governance of correctional education for females. The research involved interviews with correctional and community college administrators and practitioners representing North Carolina female offender correctional education programs. The data revealed six categories of particular interest. These categories included: (a) correctional education history, background, and establishment; (b) collaboration between leadership; (c) organizational structure, culture, and governance; (d) research and literature; (e) resources and operations; and (f) expectations, outcomes, assessment, and the future of correctional education for females. Implications are drawn for educational practice and further research.

Factors Influencing the Design, Establishment, Administration, and Governance of Correctional Education for Females.

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Prepared to Teach Online? Perspectives of Faculty in the University of North Carolina System.

Factors Influencing the Design, Establishment, Administration, and Governance of Correctional Education for Females.