Faculty Philosophical Position Towards Distance Education: Competency, Value, and Educational Technology Support (original) (raw)
Perceptions of Higher Education Faculty Members on the Value of Distance Education
2015
Perceptual differences among higher education faculty members regarding distance education were exam-ined. It is noteworthy that only the perceptions were measured rather than actual learning outcomes and qual-ity of distance education. The results suggested those faculty members with experience responded favorably to questions about distance education, while those without experience were less receptive. This research could be used by the administration of institutions of higher learning exploring the possibility of adding distance education. Distance education is a dynamic area; the results of this study of higher education faculty mem-bers ’ perceptions may impact the higher education culture. Further research is needed to compare learning outcomes for distance and traditional college and university courses.
2005
for his assistance with the data analysis. We especially want to convey our deep thanks and appreciation to each faculty member who responded to our survey. This study would not have been possible without your participation. include: ETC (29 percent), Hawai'i (36 percent), Mānoa (39 percent), and Honolulu (31 percent). Among the demographic variables only ethnicity 1 , institutional type, and age were found to be significantly associated with the dimension of participation in distance education. The results showed that minorities were less likely than their counterparts to participate in distance education. Among the institutional types (UH Community Colleges, UH Hilo, UH Mānoa, and UH West O'ahu) participants were more likely to be at UH Mānoa although UHM has a relatively lower percentage of participating faculty than most campuses. Finally, the variable of age had a small effect, showing that for each additional year in respondents' age, participation in distance education increased slightly. Distance Education Technologies Five distance education technologies are used among the campuses: cable television, interactive television (e.g., Hawai'i Interactive Television Services, "HITS"), online/web (e.g., WebCT, Blackboard), videoconferencing, and hybrid 2 methods. The vast majority of distance education courses delivered through any of the five distance education technologies are taught by faculty who teach only 1 to 2 classes via distance delivery. Results show that the primary distance education technology used by respondents across the campuses is online/web-based followed by interactive television. Respondents at Hilo, Mānoa, and West O'ahu likewise report online/web-based delivery as the primary mode of distance education delivery while those at the community colleges indicate using interactive television. Factors Related to Greater Participation in Distance Education Eleven factors were found to be significantly associated with increasing the likelihood of participation in distance education. Respondents are more likely to participate in distance education: • The more they agree that their technology skills are adequate; • The more they agree that technology is important to conducting their professional work; • The more they agree that their self-image is enhanced by using technological innovations; • The more they agree that they have the skills needed to teach distance education; • The more they agree that the quality of distance education instruction and learning is as good as face-to-face instruction; • The more they agree that distance education is compatible with their work style; • The more they agree that distance education is easy to use; • The more they agree that they are able to see the results of distance educational delivery; • The more they agree that they have opportunities to first try-out distance education; • The more importance they assign to using software in their professional work; and 1 For the purpose of the analysis, ethnicity was recoded into "minority" and "non-minority". Minority includes African-American, Chinese, Filipino, Hawaiian, Hispanic, East Indian, Japanese, Korean, Native-American, Pacific Islander, and Mixed/Other. Non-minority references the Caucasian category. 2 "Hybrid" combines face-to-face instruction with another distance education technology such as cable or interactive television, online/web delivery, or videoconferencing. iii • The more importance they assign to using e-resources in their professional work. Factors Related to Less Participation in Distance Education Five factors were found to be significantly associated with non-participation in distance education relative to participation. The results indicate that respondents who are less likely to participate present a pattern of counterintuitive beliefs that appear to support participation in distance education. Respondents are less likely to participate in distance education: • The more they agree that resources are available to support their technology needs; • The more they agree that the institution values distance education; • The more they agree that distance education is voluntary; • The more they agree that they can share their experiences in using distance educational technologies; and • The more they agree that the advantages of distance education outweigh the disadvantages. Faculty respondents who do not participate in distance education believe that resources are available and that the institution values distance education-they simply do not choose to participate. Efforts to make more training available or to reinforce the importance of distance delivery seem unlikely to change their behavior. Furthermore, they agree that the advantages outweigh the disadvantages suggesting that these respondents do not have a negative view of distance education; rather, participation may not be of interest or may not be in keeping with their approach to teaching or interaction with students. Although respondents' beliefs may appear counterintuitive, resolution of these conflicting views form a pragmatic basis for policy development and discussion. Other Findings Technology Use. Among the list of software, hardware, and e-resources applications, respondents identified several software, hardware, and e-resources applications which they deemed as important in enabling them to conduct their professional work. Not surprisingly, word processing software was identified as the foremost application followed by presentation software (e.g., Powerpoint), portable document files (Adobe Acrobat), and spreadsheets. Hardware devices included computers, printers, and external storage. Email is a key e-resource which respondents use to communicate with students, internal colleagues within the UH system, and external colleagues located at other institutions. Other eresources include electronic journals, course-related websites, electronic list serves (including bulletin boards and newsgroups), and electronic databases. Computer and Internet Access. The ubiquitous aspect of computers as a much-used tool is substantiated by 89 percent of the respondents across all campuses having computer access both at home and at work. Eighty-two percent of the respondents have Internet access at work and home with the majority using high-speed connections such as cable (34 percent), T1 lines (28 percent), and DSL (15 percent). Only 14 percent report using dial-up connections. Respondents also reported spending a large amount of time using their computers at work and home in order iv to fulfill their professional duties. Sixty-five percent indicated they spend 1 to 5 hours a day using their computers at work followed by 28 percent who say they spend 6 to 10 hours a day doing so. While a larger number of respondents tend to work at the office, many report working at home with 82 percent indicating they spend 1 to 5 hours a day at the computer. Technology Integration into the Classroom. Email and the selective use of Internet-based resources are among the most commonly used technologies reported by the respondents. Eightysix percent of respondents report using email to communicate with students while 73 percent indicate using resources from the World Wide Web among the technologies they use in conjunction with their instructional practices. Other reported web-based activities include: using websites in conjunction with classes (40 percent), posting information on homework assignments or readings (34 percent), posting general classroom information (e.g., syllabus, office hours), 38 percent), providing links to other information (39 percent). Fewer indicated using interactive video (11 percent), streaming media (12 percent), or using a website to post practice exams or exercises (17 percent). Respondents also indicated using CD-ROMs and DVDs (44 percent), and accepting student assignments submitted electronically (34 percent). Personal Expenditures on Technology to Support Professional Work. A large number of respondents reported using their personal financial resources on technology to support their professional work. Across the campuses, a total of 83 percent of the respondents reported personal spending over the past five years that was related to technology purchases to support their professional work. The overall average amount spent by respondents was 3,215.49withmostpurchasesoccurringwithinthe3,215.49 with most purchases occurring within the 3,215.49withmostpurchasesoccurringwithinthe5,000 to $5,499 range. Males at all institutions except Windward Community College, were found to outspend females even at campuses where females outnumber males (Hawai'i, Kapi'olani, Leeward, Maui, Hilo). Policy Implications for the University of Hawai'i and Higher Education This study combines survey results and a comprehensive review of policy-related documents to identify a number of core issues underlying faculty participation and non-participation in distance education. These issues center around technology skills, training and development, course design and technical support, intellectual property and copyright, quality of instruction and learning, workload and compensation, and institutional and organizational administration. Many of these issues intertwine and overlap, presenting further complexity and challenges for university administrators and decision makers in developing effective policies. While a few of these issues are broadly articulated in the UH Distance and Distributed Learning Action Plan (University of Hawai'i, 2003), and the 2002-2010 strategic plan for the UH System (University of Hawai'i Board of Regents 2001-2002 & Office of the President, 2002), several issues remain to be addressed. The interconnectedness of these core issues underscores the challenge in developing policies that will address each issue while facilitating a broader acceptance and understanding of distance education that is compatible with institutional culture and values. v Core issues addressed in the full report include: • Faculty training...
Investigating Faculty Members' Beliefs about Distance Education
International Journal of Distance Education Technologies, 2015
This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.
Seven strategies for enabling faculty success in distance education
The Internet and Higher Education, 2004
Many challenges associated with distance education and technology integration initiatives focus on faculty issues and concerns. This article analyzes these difficulties by identifying from the literature current trends affecting faculty, faculty motivators, and faculty challenges. Then, following this review and analysis, the article presents seven strategies for university administrators and faculty to consider as part of their own strategic plan to mitigate faculty concerns and ensure program success. The seven strategies discussed include the following: (1) enable colleges and departments to accept more responsibility for distance education activities; (2) provide faculty more information about distance education programs and activities; (3) encourage faculty to incorporate technology into their traditional classrooms; (4) provide strong incentives for faculty to participate in distance education; (5) improve training and instructional support for distance education faculty; (6) build a stronger distance education faculty community; and (7) encourage more distance education scholarship and research. D
Factors that influence community college faculty participation in distance education" /
2002
The purpose of this study was to determine what factors motivated community college faculty to participate in distance education. It examined the following factors from the perspective of faculty and division chairs: (1) preference toward synchronous and asynchronous course delivery; (2) rewards for distance education faculty; (3) rewards for faculty who participate in distance education training; (4) faculty rewards for developing distance education courses; (5) areas best complemented by distance education: teaching, research, or services; (6) factors that motivate faculty to participate in distance education; (7) factors that inhibit faculty from participating in distance education; and (8) attitudes toward distance education. The National Center for Educational Statistics reports that as of 1998, 34% of colleges and universities across the United States offered distance education programs. The continued growth of distance education programs is evidence that learning is no longer a linear exercise, the demand for lifelong learning will continue, and the growth of the Internet has expanded access to education. Based upon 180 responses (out of a sample of 587) from division chairs, distance faculty, and classroom faculty, the author found that faculty expressed concerns about the lack of rewards for teaching distance education, plagiarism and cheating, and how well distance education would benefit students. The author recommends establishing standards for distance education. Contains 20 tables, 109 references, and research instruments.
Perceived barriers to faculty participation in distance education at a 4-year university
2003
Page 1. Hebert, Janet Gwen, Perceived barriers to faculty participation in distance education at a 4-year university. Doctor of Philosophy (Applied Technology, Training and Development), May, 2003, 83 pp., 15 Tables, references, 41 titles. The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university.