Institutional Efforts to Support Faculty in Online Teaching
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Effective processes, practices, and infrastructure are essential components of successful online teaching and learning efforts; and they lead to a sense of faculty ownership of online teaching as well as enhanced support from an institution’s administration. The institution’s recognition of faculty members’ efforts to teach online in relation to the traditional concepts of scholarship, tenure, and promotion is an important motivational factor for sustaining effectiveness in the online learning environment. This study examined institutional efforts to alleviate or overcome challenges faced by faculty members in creating and teaching online courses, and we investigated faculty members’ perceptions regarding these institutional efforts.
Robert L. Orr
Mitchell R. Williams
- American Association of State Colleges and Universities. (2006). Addressing the needs of adult learners. Policy Matters, 3(2), 1–4. Retrieved February 19, 2009, from http://www.aascu.org/policy_matters/pdf/v3n2.pdf
- Berge, Z., & Muilenberg, L. (2001). Obstacles faced at various stages of capability regarding distance education in institutions of higher learning. [Electronic version]. Tech Trends, 46(4), 40–45. Retrieved February 18, 2009, from http://www.emoderators.com/barriers/hghred_stgs.shtml
- Cavanaugh, J. (2005). Teaching online — a time comparison. Online Journal of Distance Learning Administration, 8(1). Retrieved February 18, 2009, from http://www.westga.edu/%7Edistance/ojdla/spring81/cavanaugh81.htm
- Finney, R. (2004). Reaping the whirlwind: Challenges for professors in the era of distance education. Phi Kappa Phi Forum, 84(4), 41–43.
- Fox, M., & Helford, P. (1999). Advancing the boundaries of higher education in Arizona using the World Wide Web. Interactive Learning Environments, 7(2–3), 155–174. CrossRef
- Hardy, D., & Boaz, M. (1997). Learner development: Beyond the technology. In T. E. Cyrs (Ed.), Teaching and learning at a distance (pp. 41–48). New directions for teaching and learning, no.71. San Francisco, CA: Jossey-Bass.
- Huett, J., Moller, L., & Young, J. (2004). Building support for online courses from faculty and students. The Quarterly Review of Distance Education, 5(4), 253–264.
- Howell, S., Saba, F., Lindsay, N., & Williams, P. (2004). Seven strategies for enabling faculty success in distance education. Internet and Higher Education, 7(1), 33–49. CrossRef
- Jones, R. (2003). A recommendation for managing the predicted growth in college enrollment at a time of adverse economic conditions. Online Journal of Distance Learning Administration, 6(1). Retrieved February 19, 2009, from http://www.westga.edu/~distance/ojdla/spring61/jones61.htm
- Kolowich, S. (2009, January 16). Recession may drive more adult students to take online classes. Chronicle of Higher Education, p. A11.
- Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83–98. CrossRef
- Li, Y. (2004). Faculty perceptions about attributes and barriers impacting diffusion of web-based distance education at the China Agriculture University (Doctoral dissertation, Texas A&M University, 2004). Dissertation Abstracts International, 65, 07A.
- Lindquist, S. (2004). With a map and a compass: Planning for the online journey (Doctoral dissertation, University of North Dakota, 2001). Dissertation Abstracts International, 65, 11A, 4129.
- Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
- Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66–70.
- Muilenberg, L., & Berge, Z. (2001). Barriers to distance education: A factor-analytic study. The American Journal of Distance Education, 15(2), 7–22. CrossRef
- Osika, E. R., & Camin, D. (2002). Concentric model for evaluating Internet-based distance learning programs. Proceedings of Annual Conference on Distance Teaching and Learning, 18, 281–286.
- Parisot, A. (1997). Distance education as a catalyst for changing teaching in the community college: Implications for institutional policy. In C. L. Dillon (Ed.), Building a working policy for distance education (pp. 5–13). New directions for community colleges, no. 99. San Francisco, CA: Jossey-Bass.
- Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling and Psychology, 52(2), 137–145. CrossRef
- Porter, R. (2003). Internet-based distance educators address major distance education barriers in large postsecondary institutions (Doctoral dissertation, Saint Louis University, 2002). Dissertation Abstracts International, 65, 04A, 1278.
- Reisett, M., & Boris, G. (2004). What works: Student perceptions of effective elements in online learning. Quarterly Review of Distance Education, 5(4), 277–292.
- Tarr, T., & McDaniel, R. (2005). IUPUI jump start program prepares faculty to teach online. Academic Leader, 21(2), 6.
- Xu, H., & Morris, L. V. (2007). Collaborative course development for online courses. Innovative Higher Education, 32(1), 35–47. CrossRef
- Institutional Efforts to Support Faculty in Online Teaching
Innovative Higher Education
Volume 34, Issue 4 , pp 257-268
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- online teaching
- institutional support