Distance education : an assessment of faculty development activities provided prior to first time delivery of instruction /
The purpose of this study was threefold: (1) to establish a quantitative baseline analysis and description of distance education faculty development activities that were provided faculty of The Texas A&M University System universities prior to their initial delivery of distance education courses...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730340381&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was threefold: (1) to establish a quantitative baseline analysis and description of distance education faculty development activities that were provided faculty of The Texas A&M University System universities prior to their initial delivery of distance education courses via the Trans-Texas Videoconference Network (TTVN); (2) to identify and describe the basic infrastructure and planning processes that are in place in the faculty development activities that have been provided across The System universities; and (3) to collect information that could be used to develop a model for faculty development that emphasizes distance education. In order to accomplish these purposes, a survey questionnaire, listing characteristics of faculty development programs from the literature, was sent to a population of 97 faculty members that were identified as having taught for the first time in the distance education classroom during one of the semesters of Fall 1994 through Summer 2 1997. The total number of respondents was 88, for a return rate of 90.4%. Seventeen surveys contained incomplete data and five were returned late, resulting in a 68.04% usable rate. From the study, it appears that faculty development activities existed in a very limited manner at three universities included in the study. However, the results indicated that formal procedures for needs assessments and goals and objectives were generally non-existent and that the majority of the faculty had little knowledge regarding personnel involved in the planning of faculty development activities. In addition, very little evaluation, at any level, was conducted following participation in faculty development activities. Basic infrastructure, characteristics, and content of the faculty development activities were analyzed and compared across the universities. From the findings, a faculty development for distance education model was developed. The model is composed of six elements: (1 ) needs assessment, (2) coals and objectives, (3) selection of presenters. (4) scheduling of onsite location and time, (5) format and content, and (6) methods of evaluation. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xv, 328 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 198-208). |