Detail Faculty strategies for learning to teach at a distance Bibliografi Author: Armstrong, Rebecca D. ; Knox, Alan B. (Advisor) Topik: EDUCATION; ADULT AND CONTINUING|EDUCATION; HIGHER|EDUCATION; TECHNOLOGY Bahasa: (EN )    ISBN: 0-591-87917-4     Penerbit: THE UNIVERSITY OF WISCONSIN - MADISON     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9823250.pdf (0.0B; 0 download) Abstract The recent and rapid expansion of distance education using instructional technology in higher education has required institutions to reevaluate how they support and facilitate faculty members' continuing professional development as distance instructors. The purpose of this study was to understand how faculty members learn to use and improve their use of (a) instructional design, (b) technology, and (c) andragogy (pedagogy) for teaching at a distance with instructional technology when not required to attend 'training'. The research questions centered around the context in which the faculty members were learning; how they proceeded in their learning (strategies and resources); how they evaluated their learning; how they anticipated learning in the future; and, if their goals and objectives had changed over time. Conducted as an exploratory, qualitative study, data was collected through telephone interviews with twenty-four faculty members--with varying levels of experience in using instructional technology for teaching at a distance--at four different institutions. A constant-comparative analysis of the data was done to generate substantive grounded theory (Glaser & Strauss, 1967). Six main themes emerged as findings of faculty members learning: (a) institutional and personal influences stimulate faculty members to initiate their learning projects; (b) people are used as the primary channel by which to find resources and as the primary resource; (c) the availability, accessibility, variety and visibility of resources in the local institutional environment affects the quantity of learning strategies used; (d) learning strategies used varies with experience, gender, and institution, however, learning by doing was the most important strategy used; (e) learning success is assessed primarily on student outcomes supplemented by student evaluations; and (f) faculty members who continue to teach at a distance and switch to a different mode of instructional technology appear to use multiple learning strategies when multiple local resources are available. These findings, which describe how faculty members go about learning to teach at a distance with instructional technology--in their natural, albeit, formal institutional environment--can assist adult educators and others interested in faculty members' continuing professional development to facilitate and support their learning. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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