Author: Diane Marie BenderPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 230
Book Description
Attitudes of Higher Education Interior Design Faculty Toward the Innovation of Distance Education
Author: Diane Marie BenderPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 230
Book Description
The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation
Author: Lynn N. TabataPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 418
Book Description
Faculty Attitudes Toward Distance Education in U.S. Public Higher Education
Author: Thomas Allen ClarkPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 488
Book Description
Studio Teaching in Higher Education
Author: Elizabeth BolingPublisher: Routledge
ISBN: 1317449800
Category : Education
Languages : en
Pages : 461
Book Description
Well-established in some fields and still emerging in others, the studio approach to design education is an increasingly attractive mode of teaching and learning, though its variety of definitions and its high demands can make this pedagogical form somewhat daunting. Studio Teaching in Higher Education provides narrative examples of studio education written by instructors who have engaged in it, both within and outside the instructional design field. These multidisciplinary design cases are enriched by the book’s coverage of the studio concept in design education, heterogeneity of studio, commonalities in practice, and existing and emergent concerns about studio pedagogy. Prefaced by notes on how the design cases were curated and key perspectives from which the reader might view them, Studio Teaching in Higher Education is a supportive, exploratory resource for those considering or actively adapting a studio mode of teaching and learning to their own disciplines.
Faculty Guide for Moving Teaching and Learning to the Web
Author: Judith V. BoettcherPublisher:
ISBN:
Category : Education
Languages : en
Pages : 140
Book Description
Attitudes and Perceptions of University Faculty Toward Technology Based Distance Education
Author: Stephen Michael WalshPublisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 185
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 644
Book Description
What Motivates Faculty to Teach in Distance Education?
Author: Ruth Gannon-CookPublisher: University Press of America
ISBN: 0761853693
Category : Education
Languages : en
Pages : 268
Book Description
What Motivates Faculty to Teach in Distance Education? provides seminal data on what has been found to best motivate faculty to teach online. This information is critical to most universities because, in order to stay competitive, many will increase their online course offerings. Faculty will be needed to design and teach these programs.
Faculty Attitudes Toward Technology-based Distance Education at the University of Nevada, Las Vegas
Author: Carole Jean MontgomeryPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 546
Book Description
The Relationship of Distance Education Instructional Designer Perceptions, Faculty Innovation Concerns, and Satisfaction with Consulting Relationships
Author: Margaret Stanton GundersonPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 334
Book Description
As demands for distance education and independent study increase, attention focuses on the importance of course design. Often the course design process involves an instructional designer who works with a faculty member, helping to ensure that the final product is appropriate for distance education. The ability to identify faculty concerns about distance education can impact the course development process. The difference between instructional designers' perceptions of faculty concerns--and faculty members' expressed concerns--has implications for distance education designers. This study explored how congruent instructional designers' perceptions of faculty concerns about distance education were with the faculty members' reported concerns. Additionally, it examined if the instructional designers' ability to perceive faculty concerns was related to faculty members' satisfaction with designers' effectiveness. The results of this dissertation study represent a snapshot of the relationship between instructional designers and faculty during course development in American independent study programs. There was not a significant correlation between instructional designers' perceptions of faculty concerns about independent study course development and the concerns reported by the faculty. Additionally, there was not a significant correlation between instructional designers' accuracy in predicting faculty concerns and the degree to which the faculty experienced satisfaction with designer effectiveness.