A Community College Faculty's Perceptions of Online Education PDF Download

Author: Robert Lee Taylor
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Susan Ko
Publisher: Routledge
ISBN: 1136995927
Category : Education
Languages : en
Pages : 478

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Book Description
Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section. New to this edition: new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section. Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.

Author: Wendy Brown Wood
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 236

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Author: Wajma Nasher
Publisher:
ISBN:
Category :
Languages : en
Pages : 188

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With the growing number of courses and degrees being awarded online, there was considerable interest in online education among institutions of higher education. Due to the paucity of research on the needs of online community college faculty, this dissertation provided an introduction to the issues community colleges faced in providing professional development training to faculty who taught online. The following three research questions were used to examine community college faculty’s perceptions about the professional development training they received to teach online courses: What are the pedagogical and technical challenges faculty members experience in developing online courses? What are the elements of support faculty perceive they need to teach online courses? What are community college faculty members’ expectations for being ready to teach online classes? It also includes a literature review on online education in U.S. post-secondary institutions, the role community colleges have played in online education, the attitudes that faculty have had towards online education, the changing roles online faculty would have to adapt to in order to navigate from the traditional classroom to online, and institutional support. This study took place at an urban community college located in Texas. A qualitative research method was used to interview eight full-time faculty with at least three years online teaching experience from the Government Department only. The theoretical framework for this study was based on Bandura’s self-efficacy theory. The data collected reflected the voices of online faculty and their professional development needs to effectively develop their courses. It also explored the challenges of faculty who teach online courses with an emphasis on the quality of training and support provided by colleges for faculty to develop and maintain their online courses. With the increased demand for online courses professional development need is urgent in order for colleges to meet the growing demand

Author: Barbara Jean Kelberer
Publisher:
ISBN:
Category :
Languages : en
Pages : 462

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Author: Candace D. Killian
Publisher:
ISBN:
Category : Community college administrators
Languages : en
Pages : 73

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Book Description
The purpose of this study was to determine if there is a difference in the perception of online education effectiveness between community college academic administrators and faculty members. The perceptions of academic administrators, full-time faculty, and part-time faculty were examined to have a better understanding of how online education in community colleges in Arkansas might affect higher education in the future. The study included academic administrators and faculty members in community colleges in Arkansas. Prior research indicated that there would be differences in the perceptions of academic administrators and both full-and part-time faculty regarding online education in community colleges. However, the results of this study indicated that there was only one significant difference in perceptions among the academic administrators, full-and part-time faculty for four out of the five research questions. The only significant difference was the perception of academic administrators and full-time faculty regarding learning outcomes for online courses and face-to-face courses. The results of this study are important to continue the support and growth of online education in community colleges to meet the growing demand of higher education. It will provide suggestions to help create high quality, effective online courses and programs and to improve faculty experiences teaching online courses that will benefit community colleges in Arkansas.

Author: Morgan Barnett
Publisher:
ISBN:
Category :
Languages : en
Pages : 108

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Institutions of higher education are using distance education to meet the high demand of those seeking a college education. This is especially true for state/community colleges. There are many factors which influence the quality of distance courses, including, but not limited to, technology, pedagogy, and course structure. One of the main assumed factors is the level of training faculty receive prior to teaching online. This research describes a case study of a Florida state college and seeks to explore the faculty perceptions of the training they received in order to prepare for teaching online. This particular training program focuses on the learning platform. An in depth literature review is provided in order to examine the history of online education, the importance of student engagement, as well as a description of best practices for online course development. Results are organized around Moore's Theory of Transactional Distance and show the importance of faculty motivation to teach at a distance. A few emerging themes of online teaching influences appeared, including the importance of collaboration, comfort with technology, prior experience with distance education, enjoyment of teaching online, and fear of cheating.

Author: Glynice Humphrey Crow
Publisher:
ISBN:
Category :
Languages : en
Pages : 404

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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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This case study focused on students who had matriculated in online courses in the Business Management Program. The setting for the study was a Virginia community college. The purpose of this study was to examine the social, faculty and administrative, and technology influences on studentsâ perceptions of online learning. Studentsâ conveyed experiences and perceptions of the tools and practices faculty used to implement online learning were coded and categorized to generate grounded theory that may be used to govern distance learning implementation. Data were collected through document reviews, semi-structured interviews, and field studies. The interview participants were selected from the 2008 graduates of the Business Management Program. Data from personal memos and field studies were collected through studentsâ comments on individual courses. Interview data included descriptions of all the distance learning courses in which the interviewees had participated. The constant comparative method was used to analyze and code the data into themes that emerged and were applied to establish grounded theories that may prove to be useful in governing the tools and practices of distance learning in higher education. The findings of the study indicated that as the number of online courses that a student successfully completed increased, so did the studentâs preference of distance learning over the 2 traditional classroom environment. The study also revealed that students were reluctant to participate in distance learning if their first experiences in this method of delivery had been negative; therefore, administrators should be more supportive and evaluative in selecting online faculty. Findings also indicated that even though students enjoyed the time and place flexibility and convenience of distance learning, they still expected instructors to create and implement an environment that cultivated studentsâ social and academic success within the educational environment.

Author: Jory Andrew Hadsell
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 258

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Advisor: W. Edward Bureau, Ph.D.