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Internal support systems essential to faculty success in distance delivery education programs Public Deposited

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/s7526f52j

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  • The purpose of this study is to identify the internal support systems that contributed to the success of community college faculty teaching in a distance education setting. How do those faculty who are perceived as being successful in this setting attain such stature? What are the contributing factors? If contributing factors can be identified, can they be taught and or shared with others who are admittedly not yet among these ranks? Can such information contribute to the most effective uses of the institutional resources which, in some states, are becoming more limited each year? Eight faculty members from community colleges throughout the state of Oregon were interviewed for this study. Each participant had been identified by their dean or immediate supervisor as being successful in teaching at a distance. The interview questions were focused on issues of institutional support, more specifically, in the areas of technical support, support for course development, support for student services, and administrative support. Additional questions lent insight to each participant's level of experience, perception of their own success, and to their teaching/learning style. Analysis of the data revealed that several of these aspects of support were indeed viewed as necessary, even imperative. Others were perceived as being something that should be made available as an option. When all elements of support are present, the feeling of success in faculty seems to be significantly more pronounced than is the case with faculty who have experienced only a few of the elements in their institution. The report includes recommendations for institutions about to engage in distance education, and conclusions as to the nature of effective faculty development sessions for those new to distance education.
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