Seven strategies for enabling faculty success in distance education

被引：35

作者：

Howell, Scott L. ^{[1
]}

Saba, Farhad ^{[2
]}

Lindsay, Nathan K. ^{[3
]}

Williams, Peter B. ^{[4
]}

机构：

[1] Division of Continuing Education, Brigham Young University, 312 Harman Building, Provo

[2] San Diego State University, North Education Building (286), Mail Code 1182, San Diego, CA 92182

[3] University of Michigan, School of Education, Ann Arbor, MI 48109

[4] Brigham Young University, School of Education, 150 McKay Building (MCKB), Provo

来源：

Internet and Higher Education | 2004年 / 7卷 / 01期

关键词：

Distance education; Faculty challenges; Faculty incentives; Faculty motivation; Faculty success; Faculty support; Strategies; Training;

D O I：

10.1016/j.iheduc.2003.11.005

中图分类号：

学科分类号：

摘要：

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. © 2004 Elsevier Inc. All rights reserved.

引用

页码：33 / 49

页数：16

共 73 条

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