The New Norm: Faculty Perceptions of Condensed Online Learning

Autor/inn/en	Mellieon, Harold I., Jr.; Robinson, Petra A.
Titel	The New Norm: Faculty Perceptions of Condensed Online Learning
Quelle	In: American Journal of Distance Education, 35 (2021) 3, S.170-183 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mellieon, Harold I., Jr.) ORCID (Robinson, Petra A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2020.1847626
Schlagwörter	College Faculty; Teacher Attitudes; Electronic Learning; Minicourses; Distance Education; Educational Change; Teaching Experience; Educational Environment; Technology Uses in Education; Learner Engagement; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Kurzlehrgang; Distance study; Distance learning; Fernunterricht; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Over the past 10 years or so the realm of distance and online education has been expanding rapidly. With the help of the Internet, it has almost eliminated the need for students to be in the same space as their instructors for learning or to be assessed for learning. While the educational landscape continues to be reformed with technology in the United States, there are individuals and institutions engaging in distance learning to better serve a larger population of students. Faculty support is necessary for a successful distance program and it is up to their respective administration and policymakers to make this happen. The purpose of this study was to explore faculty perceptions of online learning in condensed degree programs at a traditional "brick and mortar" campus. It sought to contextualize online learning no longer as the exclusive right of 'virtual universities' but to understand how faculty feel it will continue to influence the future of higher education. The findings of the study indicated that faculty members' perceived online education to be valuable when used to help people that would otherwise not have the ability to receive an education. Also, they agreed that online education would continue to grow as more universities see its value in educating the masses and expanding their brand. Although this study is based on perceptions of current faculty members, the findings also provide ways to support faculty members in the online environment in the condensed format. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01