Faculty-Perceived Barriers of Online Education
Faculty-Perceived Barriers of Online Education
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教师认为在线教育的障碍
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Tami S. McCoy
中科院分区：
文献类型：
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作者：
S. Lloyd;M. Byrne;Tami S. McCoy
在高等教育机构，对在线课程的需求和需要日益增加。然而，开发和教授这些课程的教师数量与在线教育的增长不匹配。本研究的目的是确定所感知的障碍，在线教学所经历的各种教师群体在位于美国东南部的公共机构使用一种新的调查工具，这是从最近的研究结果。本研究旨在确定最普遍的障碍，在线教学的教师组调查。此外，这些研究结果可能会发现教师群体在努力通知有关政策，培训和补偿的行政决策，以及促进参与特定类型的在线教学教师发展的普遍障碍。一些新的和重要的差异被发现在感知的障碍，教师群体之间存在的四个结构，通过探索性因素分析确定。发现的因素是：（1）人际障碍;（2）体制障碍;（3）培训和技术障碍;（4）成本/效益分析障碍。本研究的结果可能会使用其他机构，因为他们开发在线教学培训计划。
At institutions of higher learning, there is an increased demand and need for online courses. However, the number of faculty developing and teaching these courses does not match the growth in online education. The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at a public institution located in the southeastern United States using a new survey instrument, which was developed from recent research findings. This study sought to identify the most prevalent barriers to online instruction for the faculty group surveyed. In addition, these findings may identify prevalent barriers for faculty groups in an effort to inform administrative decisions concerning policy, training, and compensation as well as to facilitate involvement for specific types of online instruction for faculty development. A number of novel and important differences were found in the perceived barriers that exist between faculty groups on four constructs identified through an exploratory factor analysis. The factors found were: (1) interpersonal barriers; (2) institutional barriers; (3) training and technology barriers; and (4) cost/benefit analysis barriers. The results of this study may be of use to other institutions as they develop online instruction training programs.