Understanding the Factors Limiting the Acceptability of Online Courses and Degrees

Autor/in	Adams, Jonathan
Titel	Understanding the Factors Limiting the Acceptability of Online Courses and Degrees
Quelle	In: International Journal on E-Learning, 7 (2008) 4, S.573-587 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Distance Education; Online Courses; Educational Technology; Technology Integration; National Surveys; Educational Change; Statistical Analysis; College Faculty; Evaluation Criteria; Personnel Selection; Search Committees (Personnel); Administrator Attitudes; Administrators; Educational Quality; Teacher Qualifications; Academic Degrees; Value Judgment; Content Analysis; Questionnaires + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Bildungsreform; Statistische Analyse; Fakultät; Personalauswahl; Personalentscheidung; Auswahlgespräch; Quality of education; Bildungsqualität; Lehrqualifikation; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Werturteil; Inhaltsanalyse; Fragebogen
Abstract	This study examines prior research conducted on the acceptability of online degrees in hiring situations. In a national survey, a questionnaire was developed for assessing the importance of objections to accepting job candidates with online degrees and sent to university search committee chairs in institutions advertising open faculty positions (which normally require a doctoral degree). Qualitative statements regarding such objections were drawn from four national surveys and arranged into a paired-comparison questionnaire. Based on the Law of Comparative Judgment, an index was developed from a statistical analysis based on the responses of 123 university and college administrators (chairpersons, department heads, and deans). The findings revealed that objections concerned three issues: (a) face-to-face classroom experience, (b) reputation of institution for rigor, and (c) mentored learning experiences are the stumbling blocks for online degrees to be perceived as being as acceptable as traditional degrees. These findings may provide an important perspective on the difficult issue of how to design new approaches to distance education that will improve the acceptability of course and degree offerings. (Contains 4 tables, 1 figure and 4 notes.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10