scholarly journals Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Eric Fredericksen ◽  
Alexandra Pickett ◽  
Peter Shea ◽  
William Pelz ◽  
Karen Swan
Keyword(s):  
New York ◽  
Faculty Development ◽  
Online Teaching ◽  
Course Design ◽  
New York State ◽  
Faculty Satisfaction ◽  
Instructional Program ◽  
Theory And Practice ◽  
Learning Network ◽  
On Line

The State University of New York (SUNY) Learning Network (SLN) is the online instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support.This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment.The second section examines issues that contribute to on-line teaching satisfaction from a faculty-development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned.The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with online teaching and offers recommendations for course and program design based on these factors.The fourth section examines faculty satisfaction at the level of individual institutions with examples from specific courses. This section will introduce the reader to local implementation of SLN courses at two college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective.

scholarly journals Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the SUNY Learning Network

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Eric Fredericksen ◽  
Alexandra Pickett ◽  
Peter Shea ◽  
William Pelz ◽  
Karen Swan
Keyword(s):  
New York ◽  
Faculty Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
New York State ◽  
Faculty Satisfaction ◽  
Instructional Program ◽  
Theory And Practice ◽  
Learning Network

The State University of New York (SUNY) Learning Network (SLN) is the online instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support.This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment.The second section examines issues that contribute to on-line teaching satisfaction from a faculty-development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned.The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with online teaching and offers recommendations for course and program design based on these factors.The fourth section examines faculty satisfaction at the level of individual institutions with examples from specific courses. This section will introduce the reader to local implementation of SLN courses at two college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

scholarly journals Rockland County On-Line Index Book Software Unearths Eighteenth Century Land Records for Use by the Legal Community, Historians and the General Public

Atlanti ◽  
2016 ◽  
Vol 26 (2) ◽  
pp. 153-160
Author(s):  
Peter J. Scheibner
Keyword(s):  
New York ◽  
Eighteenth Century ◽  
New York State ◽  
Hard Copy ◽  
Records Management ◽  
State Archive ◽  
Home Computer ◽  
On Line ◽  
Government Records ◽  
Land Records

The Rockland County Clerk offers on-line land records searches from the ease of your home computer 24/7. This is a major improvement over searching records through index books manually or having to sift through rolls of microfilm or hard copy deeds or mortgages. We are excited to report that thanks to grants received from the New York State Archive Local Government Records Management Improvement Fund, all Rockland County deeds and mortgages from 1798 to 1929 can now be searched and printed from your home computer by logging on to www.rocklandcountyclerk.com. Through innovative software known as On Line Books (OIB) developed by Cott Systems, Inc., Rockland County was able to save major time and resources on not having to dataenter all index books from 1798-1929 and then matching these indexes with the hundreds of thousands of actual deeds and mortgage pages. The software is both unique and innovative. You will find the details of using OIB in this issue.

scholarly journals Faculty development needs assessment for online teaching

2018 ◽  
Vol 5 (12) ◽  
pp. 5063
Author(s):  
Ayman Z. Elsamanoudy ◽  
Rasha Abou-Kamer ◽  
Fatma M. Ghoneim ◽  
Sherif El-Saadany ◽  
Mona A. Soliman ◽  
...  
Keyword(s):  
South Carolina ◽  
Faculty Development ◽  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
Academic Staff ◽  
Software Tools ◽  
Response Scale ◽  
Staff Members ◽  
Almost All

Background: Academic staff members, who are responsible for teaching and training, should be aware of the principle of online course design, development, and implementation. The aim of this study is to evaluate instructors’ skills and needs for conducting distance learning healthcare courses, including the level of assistance they need to implement and use online and software tools in online courses.Methods: The current study applied online faculty survey used by the Center for Teaching Excellence, University of South Carolina to assess the faculty’s instructional technology needs for training and support. The survey asked faculty staff about a broad number of classroom and online technologies, with a helpful response scale that reveals not only what the faculty is already using, but also what the instructors want to use and what they need help with.Results: The results of this study revealed a significant need of faculty staff members for the training and development of their skills in almost all tools used for conducting online courses. The female responder was higher than males. Regarding the use of software, although the majority of participating staff members in this study use almost all software tools required for conducting online healthcare courses, they expressed a need for help in developing new ideas to use the software effectively.Conclusions: From this study, it could be concluded that it is essential to organize comprehensive faculty development training courses for staff members to help them in conducting their online courses or converting their face-to-face courses to blended courses effectively.

Constitution-Making in a Democracy: Theory and Practice in New York State

1943 ◽  
Vol 56 (8) ◽  
pp. 1352
Author(s):  
T. V. Smith ◽  
Vernon A. O'Rourke ◽  
Douglas W. Campbell
Keyword(s):  
New York ◽  
New York State ◽  
Theory And Practice ◽  
York State ◽  
Democracy Theory ◽  
Constitution Making
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