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Motivators and Inhibitors for University Faculty in Distance and E-Learning - 0 views

search.ebscohost.com/login.aspx e-learning online distance education incentives faculty salary technology
shared by Helen Beaven on 31 Jan 11 - No Cached
  • Helen Beaven on 31 Jan 11
     
    Cook, R., Ley, K., Crawford, C., & Warner, A. (2009). Motivators and Inhibitors for University Faculty in Distance and E-Learning. British Journal of Educational Technology, 40(1), 149-163. Retrieved from EBSCOhost. This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases..
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EDTECH: Focus On Higher Education - Small Wonders - 0 views

www.edtechmag.com/...index2.php
shared by Helen Beaven on 16 Sep 10 - No Cached
  • The institutions whose notebook initiatives have proved to be the most enduring “have a clear and compelling curricular vision” for the role of computers inside and outside the classroom
  • Start with professors. “You’re going to have to invest in the faculty,” says Michael Zastrocky, vice president and education industry research director at Gartner. “Let them have the machines a year before you give them out to the students, and provide them with training. It gets them comfortable, and gives them time to learn how they are going to use them in the classroom.”
    • Helen Beaven
      Helen Beaven on 31 Jan 11
       
      This is absolutely important for any kind of incentive program. You must allow your faculty to train and learn any new technology before it can be applied in an effective manner.
  • Small colleges that have thriving one-to-one computing programs say success hinges not on the machines’ technical details but on understanding how to use them.
    • Helen Beaven
      Helen Beaven on 31 Jan 11
       
      Though this article discusses on-to-one computing programs, this success of understanding how to use a technology will be essential regardless of the device, software, etc. Faculty will need to understand how a new technology functions before they can implement it .
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Cool Tools for School - 2 views

cooltoolsforschools.wikispaces.com web2.0 technology learning teaching K12 people
shared by Helen Beaven on 19 Nov 10 - Cached
  • Helen Beaven on 19 Nov 10
     
    This teacher has compiled many free web 2.0 technologies and organized them by category. Though it appears to be geared toward a K-12 audience, I think many of the technologies would be applicable in the higher ed setting.
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Live vs. Distance Learning - Measuring the Differences - NYTimes.com - 2 views

www.nytimes.com/...05collegeside.html distance learning
shared by Nancy Lumpkin on 08 Nov 10 - No Cached
  • The educational value of online courses has been debated for years, based on a large but uneven body of research. An analysis of 99 studies by the federal Department of Education concluded last year that online instruction, on average, was more effective than face-to-face learning by a modest amount.
  • But that analysis has been challenged because so few of the underlying studies include apples-to-apples comparisons. Mark Rush of the University of Florida and colleagues tried to do just that by contrasting grades of students who sat through a semester of his live microeconomics lectures with those who watched online.
  • Their conclusion, reported in June by the National Bureau of Economic Research: some groups of online students did notably worse.
  • ...1 more annotation...
  • Without the nudge of having to attend classes, the authors suggested, it can be easy to let recorded lectures pile up unwatched. Indeed, it is common at Florida to see students in libraries cramming viewings of a dozen lectures back to back before exams.
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Online Learning Is Growing on Campus - NYTimes.com - 1 views

www.nytimes.com/...05college.html online colleges
shared by Nancy Lumpkin on 08 Nov 10 - No Cached
  • Like most other undergraduates, Anish Patel likes to sleep in. Even though his Principles of Microeconomics class at 9:35 a.m. is just a five-minute stroll from his dorm, he would rather flip open his laptop in his room to watch the lecture, streamed live over the campus network.
  • The University of Florida broadcasts and archives Dr. Rush’s lectures less for the convenience of sleepy students like Mr. Patel than for a simple principle of economics: 1,500 undergraduates are enrolled and no lecture hall could possibly hold them.
  • Online education is best known for serving older, nontraditional students who can not travel to colleges because of jobs and family. But the same technologies of “distance learning” are now finding their way onto brick-and-mortar campuses, especially public institutions hit hard by declining state funds. At the University of Florida, for example, resident students are earning 12 percent of their credit hours online this semester, a figure expected to grow to 25 percent in five years.
  • ...4 more annotations...
  • Is it possible to learn as much when your professor is a mass of pixels whom you never meet? How much of a student’s education and growth — academic and personal — depends on face-to-face contact with instructors and fellow students?
  • “When I look back, I think it took away from my freshman year,” said Kaitlyn Hartsock, a senior psychology major at Florida who was assigned to two online classes during her first semester in Gainesville. “My mom was really upset about it. She felt like she’s paying for me to go to college and not sit at home and watch through a computer.”
  • online education is exploding: 4.6 million students took a college-level online course during fall 2008, up 17 percent from a year earlier, according to the Sloan Survey of Online Learning. A large majority — about three million — were simultaneously enrolled in face-to-face courses, belying the popular notion that most online students live far from campuses
  • At the University of North Carolina at Chapel Hill, first-year Spanish students are no longer offered a face-to-face class; the university moved all instruction online, despite internal research showing that online students do slightly less well in grammar and speaking.
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Tomorrow's College - Online Learning - The Chronicle of Higher Education - 0 views

chronicle.com/...125120
shared by Nancy Lumpkin on 02 Nov 10 - No Cached
  • Will this mash-up of online and offline learning become the new normal elsewhere, too?
  • The Chronicle spent three days trailing Ms. Black, Mr. Harrison, and Ms. Hatten to get a closer look at how that shift is changing the student experience
  • There isn't much downtime in her schedule. The hybrid class she has next—a fast-growing style here—helps her pull off that packed course load.
  • ...21 more annotations...
  • about 75 percent of online students were already on the campus or lived nearby
  • hybrid university
  • Blended classes generate the highest student evaluations of any learning mode at Central Florida
  • Mr. Harrison, the accounting major, takes a business class with more than 1,000 students. The lectures are given live, he says, in a room that fits 68.
  • There's a lot of distractions that come with putting courses on the Internet.
  • e-mail students, call them, tweet them, Facebook them, chat with them
  • Beyond course announcements, Ms. Hatten's interactions with the professor have been limited to one e-mail exchange.
  • If you want to encounter distance education, a student once said, sit in the back of a 500-seat lecture.
  • Teaching and learning are inextricably linked in a shared process.
  • close UCF, for surely it is not serious about university level education
  • streaming recorded content, which is not online learning
  • a good education is not a product but an experience
  • the current culture views us as providing a product not an experience
  • Online education will eventually denigrate into the 500-seat classroom, minus the classroom.
  • he convenience of online classes can be a slacker's paradise. Schedule the right mix, and you might not have to face a live professor before 1:30 in the afternoon. Which means you can stay out until 4 in the morning and still sleep nearly eight hours. Not only that: Some students talk about online classes being so easy a caveman could pass them. In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A.
  • "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."
  • . For her finance class, there's a quiz on Chapter 4. Basic stuff—10 questions, open book. And there's also a discussion question to answer: "What is working capital, and where is it listed on the balance sheet?" "That's more or less your participation for the class," she says.
  • Mr. Choi, who teaches tourism management, worries some students may view the reduced class schedule as time off.
  • I still have a phobia and a concern," he says. "Maybe I should still talk about a few basic things to some of the students who probably enjoyed the football yesterday and didn't do anything for the class."
  • Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes. Learning online can also be a challenge. "You can walk through the library, and literally, you'll see students who are watching a lecture but also have Facebook open right behind it," he says. "And, it's sort of like, 'How much time are you spending on each frame? Are you actively taking notes, or are you just chatting with your friends?'
  • Once the shaggy-haired fraternity rusher learned to manipulate the system, though, he ended up handling so much of his course work online that his actual butt-at-a-desk class time has shrunk to about six hours a week.
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