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Faculty Perceptions and Participation in Distance Education
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Author(s): Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA), Chanda Elbert (Texas A&M University, USA), Timothy H. Murphy (Texas A&M University, USA) and Theresa P. Murphrey (Texas A&M University, USA)
Copyright: 2005
Pages: 4
Source title:
Encyclopedia of Information Science and Technology, First Edition
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59140-553-5.ch209
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Abstract
Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.
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