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首页> 外文学位 >Perceptions of barriers concerning effective on-line teaching and policies: Florida community college full-time faculty members.
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Perceptions of barriers concerning effective on-line teaching and policies: Florida community college full-time faculty members.

机译：关于有效在线教学和政策的障碍的认识：佛罗里达社区大学专职教师。

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摘要

This study's purposes were to use Berge's (1998) 10 policy areas and determine (1) what community college members who teach at least one on-line class perceive are barriers related to distance-education policies within institutions; (2) what community college faculty members who teach at least one on-line class perceive are barriers related to distance learning policies among institutions; and (3) what individual and institutional characteristics relate to community college faculty members' perceptions of barriers related to distance education.; Research methods included a 53-item survey (Berge, 1998), describing the purpose of the study and asking questions regarding the faculty members' demographics and perceptions of barriers related to on-line classes. The survey respondents (N = 178) were full-time community college faculty members who taught at least one class fully online (with the exception of the first and/or last meeting). Following the surveys, three focus groups with 14 faculty members from three community colleges were conducted.; Results from the surveys and focus groups sessions indicated that faculty members felt certain barriers related to their on-line experiences. Faculty Time and Compensation, which deals with how much time faculty members spend and how much they are compensated, seemed to be the greatest barrier for faculty members while Access seemed to cause faculty members the least amount of concern While certain factors, such as Age, Number of Hours of Training, Number of Years of Experience (both the faculty member and the institution), and the Course Management System used did reveal some significant relationships, there did not seem to be a pattern among the individual or institutional predictors and the 10 Berge factors.
机译：这项研究的目的是使用Berge（1998）的10个政策领域，并确定（1）教至少一个在线班级的社区大学成员认为哪些障碍与机构内的远程教育政策有关； （2）至少教授一门在线课程的社区大学教职员工认为哪些是与机构间远程学习政策有关的障碍； （3）个人和机构的特征与社区大学教职员工对远程教育障碍的看法有关。研究方法包括一项53个项目的调查（Berge，1998年），描述了研究的目的，并就教职工的人口统计学和与在线课堂相关的障碍的认识提出了问题。受访者（N = 178）是社区大学的专职教师，至少在线完全教授了一个课程（第一次和/或最后一次会议除外）。在调查之后，进行了三个焦点小组会议，由来自三个社区学院的14名教职员工组成。调查和焦点小组会议的结果表明，教师们感觉到与其在线体验有关的某些障碍。教员时间和报酬，涉及教员花费的时间和报酬，似乎是教员面临的最大障碍，而通行权似乎引起教员的关注最少，而某些因素（例如年龄，培训的小时数，经验的年数（包括教师和机构）以及所使用的课程管理系统确实揭示了一些重要的关系，个人或机构的预测因素与这10个因素之间似乎没有任何关系。合并因素。

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  • 作者

    Haber, Jennifer R.;

  • 作者单位

    University of South Florida.;

  • 授予单位 University of South Florida.;
  • 学科 Education Higher.; Education Community College.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 194 p.
  • 总页数 194
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;高等教育;
  • 关键词

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