Faculty Participation in Asynchronous Learning Networks: A Case Study of Motivating and Inhibiting Factors
DOI:
https://doi.org/10.24059/olj.v4i1.1907Keywords:
Asynchronous Learning Networks (ALN), Distance Education (DE), Faculty Motivators, Faculty InhibitorsAbstract
This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were significantly different perceptions on what motivates faculty to participate across the three groups. For ALN/DE programs to succeed, faculty participation is imperative; therefore, program administrators need to understand why faculty participate.
References
Knowles, M., The Modern Practice of Adult Education, New York, Association Press, 1970.
Field, J., Characteristics of OU Students, Teaching at a Distance Supplement, No 1., Milton Keynes, Open University, 1982.
Sewart, D., Keegan, D., and Holmberg, B., Distance Education: International Perspectives, New York, Croom Helm, 1983.
Hiltz, S.R., The Virtual Classroom, Norwood, NJ, Ablex, 1994.
Keegan, D., The Foundations of Distance Education, Dover, NH, Croom Helm, 1986.
McIntosh, N.E., Woodley, A., and Morrison, V., Student Demand and Progress at the Open University: The First Eight Years, Distance Education, 1(1), 37-60, 1980.
Blumenstyk, G., A Feminist Scholar Questions How Women Fare in Distance Education, The Chronicle of Higher Education, 44(10), A36, 1997.
Canada, K., and Brusca, F., The Technological Gender Gap: Evidence and Recommendation for Educators and Computer-Based Instruction Designers, Educational Technology, Research and Development, 39(2), 43-51, 1991.
Faith, K., (Ed), Toward New Horizons for Women in Distance Education: International Perspectives, New York, Routledge, 1988.
Gose, B., Morehouse’s Trinidad Connection Provides a Steady Stream of Top Black Students, The Chronicle of Higher Education, 44(17), A41-42, 1997.
DeVillar, R.A. and Fallis, C.J., Computers and Cultural Diversity: Restructuring for School Success, Albany, NY, Sunny Press, 1991.
Sanchez, I., and Gunawardena, C.N., Understanding and Supporting the Culturally Diverse Distance Learner. In Gibson, C.C. (Ed). Distance Learners in Higher Education, Madison, WI, Atwood, 1998.
Berge, Z.L., and Collins, M.P., Computer Mediated Communication and the Online Classroom, Volumes I, II and III, Cresskill, NJ, Hampton Press, 1995.
Forsyth, I., Teaching and Learning Materials and the Internet, London, Kogan Page Ltd, 1996.
Melton, R., Objectives, Competencies and Learning Outcomes: Developing Instructional Materials in Open and Distance Learning, Stirling, VA, Kogan Page Ltd, 1997.
Khan, B.J., (Ed), Web-Based Instruction, Englewood Cliffs, NJ, Educational Technology Publications, 1998.
Taylor, J.C., and White, J.V., Faculty Attitudes Towards Teaching in the Distance Education Mode: An Exploratory Investigation, Research in Distance Education, July, 7-11, 1991.
Clark, T., Attitudes of Higher Education Faculty Toward Distance Education: A National Survey, The American Journal of Distance Education, 7 (2), 19-33, 1993.
Olcott, D. and Wright, S.J. An Institutional Support Framework for Increasing Faculty Participation in Postsecondary Distance Education, The American Journal of Distance Education, 9 (3): 5-17, 1995.
Wolcott, L.L., Tenure, Promotion and Distance Education: Examining the Culture of Faculty Rewards, The American Journal of Distance Education, 11(2), 3-18, 1997.
Dillon, C., Faculty Rewards and Instructional Telecommunications: A View from the Telecourse Faculty, The American Journal of Distance Education, 3(2), 35-43, 1989.
Dillon, C.L. and Walsh, S.M., Faculty: The Neglected Resource in Distance Education, The American Journal of Distance Education, 6(3), 5-21, 1992.
Beaudoin, M.R., The Instructor’s Changing Role in Distance Education, The American Journal of Distance Education, 4(2), 21-29, 1990.
Beaudoin, M.R., A New Professoriate for the New Millennium, DEOSNEWS, 8(5), 1998. Doc. N. 98-00004. http://www.outreach.psu.edu/ACSDE/DEOS.html
Berge, Z.L., Changing Roles of Teachers and Learners are Transforming the Online Classroom, Online-Ed, August 30, 1998, Doc. No. 74. http://www.edfac.unimelb.edu.au/online-ed
Strain, J., The Role of the Faculty Member in Distance Education, The American Journal of Distance Education, 1(2), 61-65, 1987.
Hackman M.Z. and Walker, K.B., Instructional Communication in the Televised Classroom: The Effects of System Design and Teacher Immediacy on Students Learning and Satisfaction, Communication Education, 39(3), 196-209, 1990.
Merkley, D.J., Bozik, M., and Oakland, K. Investigating Support for Teachers Using Distance Learning in Education: A Case Study, DEOSNEWS, 7(11), 1997. Doc. No. 97-00011. http://www.outreach.psu.edu/ACSDE/DEOS.html
Betts, K.S., Personal communication, November 20, 1998.
Betts, K.S., Factors Influencing Faculty Participation in Distance Education in Postsecondary Education in the United States: An Institutional Study, Ph.D. dissertation, The George Washington University, 1998.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
