A Study of Performance Support in Higher Education

Autor/in	Lion, Robert W.
Titel	A Study of Performance Support in Higher Education
Quelle	In: Performance Improvement Quarterly, 24 (2011) 1, S.49-67 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5952
DOI	10.1002/piq.20101
Schlagwörter	Electronic Learning; Higher Education; Performance Technology; Internet; Colleges; Web Based Instruction; Deans; Educational Improvement; Academic Achievement; Synchronous Communication; College Faculty; Factor Analysis; Correlation; Statistical Analysis; Hypothesis Testing; Technology Uses in Education; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Web Based Training; Dean; Dekan; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Fakultät; Faktorenanalyse; Korrelation; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; USA
Abstract	Successful performance improvement efforts are closely tied to the strength and integrity of the performance analysis process. During a time when higher education institutions are facing increasing budget cuts, the ability to recruit and retain students is extremely important. For some institutions, web-based courses have been viewed as a way to attract new students, as well as to provide more convenient education options for students currently enrolled. While the occurrence of e-learning has continued to increase, concerns with the quality and availability of faculty support to design and deliver such programs still exist. This study surveyed chief academic affairs officers to gather information about institutional priorities and practices that relate to web-based learning, with the goal of identifying opportunities to improve instructional performance. The findings include evidence that institutions are offering a variety of means of instructional supports; however, there are specific areas where institutions are consistently delinquent. (Contains 4 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10