Faculty Participation in Online Higher Education

2018 ◽  
pp. 1148-1161
Author(s):  
Michael S. Hoffman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
Faculty Participation ◽  
Education Programs ◽  
Online Higher Education ◽  
Student Demand ◽  
Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report () identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

Faculty Participation in Online Higher Education

2018 ◽  
pp. 2000-2013 ◽  
Author(s):  
Michael S. Hoffman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
Faculty Participation ◽  
Education Programs ◽  
Online Higher Education ◽  
Student Demand ◽  
Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report () identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

Faculty Participation in Online Higher Education

2014 ◽  
pp. 61-78 ◽  
Author(s):  
Michael S. Hoffman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
Faculty Participation ◽  
Education Programs ◽  
Online Higher Education ◽  
Student Demand ◽  
Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (Allen & Seaman, 2010), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report (Green, 2010) identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

scholarly journals On the Study of Higher Education in Canadian Universities

1991 ◽  
Vol 21 (3) ◽  
pp. 96-114
Author(s):  
Michael L. Skolnik
Keyword(s):  
Higher Education ◽  
The United States ◽  
Education Programs ◽  
Canadian Universities ◽  
Higher Education Journals ◽  
Canadian Higher Education ◽  
Limited Scale ◽  
Student Demand ◽  
The University

Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".

scholarly journals Evaluating Quality in Fully Online U.S. University Courses: A Comparison of University of Maryland University College and Troy University

2018 ◽  
Vol 5 ◽  
Author(s):  
Susan C. Aldridge ◽  
Mark L. Parker
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
State Universities ◽  
Online Course ◽  
University Of Maryland ◽  
Online Higher Education ◽  
University College ◽  
Periodic Evaluation ◽  
Student Discussion

A key component of quality assurance in online higher education is the periodic evaluation of fully online courses, by both internal and external reviewers, against standards developed by the offering institution. These standards can address a variety of quality areas including but not limited to: the organization and structure of the online course; the extent to which technology is used to foster learning and student engagement; and the use of available communication features to stimulate student discussion and interaction. In this paper the online evaluation processes and criteria of the two largest U.S. state universities involved in online education – University of Maryland University College and Troy University – are compared. It will be shown that the two institutions arrived independently at very similar quality standards for online courses, and that these standards are congruent with those developed and promulgated by nationwide higher education accreditation agencies in the U.S.

scholarly journals Plan, prepare and connect: How investing in understanding and tracking the evolving needs of online students informs the development of targeted programs for transition and success

2019 ◽  
Vol 16 (1) ◽  
pp. 47-61
Author(s):  
Deanna Horvath ◽  
◽  
Emma Stirling ◽  
John Bevacqua ◽  
Michael Coldrey ◽  
...  
Keyword(s):  
Online Education ◽  
Best Practice ◽  
Online Courses ◽  
Academic Support ◽  
Student Preparedness ◽  
Delivery Modes ◽  
Online Higher Education ◽  
Student Demand ◽  
Ongoing Support ◽  
Good Support

Growth in online higher education offerings has been significant in recent years, with many Australian Universities launching programs to extend into new markets and meet the student demand for greater flexibility in delivery modes. Further, it is well understood that good support is an essential component to student success, satisfaction and retention. Despite this, orientation, including non-academic support, is often overlooked in online education systems. Therefore, the current study aimed to develop an orientation program to increase student preparedness and facilitate ongoing support, in addition to developing evidence-based best-practice strategies to support academic’s when developing new online courses.

scholarly journals Employability in online higher education: A case study

2013 ◽  
Vol 14 (1) ◽  
pp. 106 ◽  
Author(s):  
Ana Paula Silva ◽  
Pedro Lourtie ◽  
Luisa Aires
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Online Education ◽  
Learning Communities ◽  
Employability Skills ◽  
Local Learning ◽  
The Past ◽  
Online Higher Education ◽  
The Subject

<p>Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that are important to learning communities and the labour market has been the subject of controversy because it involves heterogeneous motives among different groups.</p><p>This paper compares the perceptions of employability skills in a sample of teachers from the Universidade Aberta and a sample of students who attend a local learning centre at this University. The research focused on the following dimensions: a) the most important employability skills, and b) the employability skills to be developed in online undergraduate degrees<span class="apple-converted-space">. To collect the required data, a questionnaire was prepared and applied to students and teachers, taking the theoretical model of Knight and Yorke (2006) as its main reference. In spite of the specificity of each group, the results revealed some similarities between students and teachers with regard to employability. The conclusions also highlighted the need to promote research on this matter in online education.</span></p>

4. The Autopsy of Quality in Online Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 75-93
Author(s):  
Matthew M. Acevedo
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Online Education ◽  
Online Courses ◽  
Quality Matters ◽  
Online Higher Education ◽  
Digital Nature

Abstract The purpose of this essay is to critically and philosophically explore the role of and impetus for quality assurance regimes in online education and their most salient manifestation, the Quality Matters program. The author argues that online courses are particularly vulnerable to autopsic quality examinations under neoliberal rationality as a result of their corporeal, digital nature. This essay will also consider the implications for faculty and others who must abide by and perform quality in online higher education and will consider ways in which those facing the incursion of quality assurance in online education can resist its threats and coercions, leveraging the promise of the liberatory aspects of distance education.

scholarly journals INCREASING ACCESS IN ONLINE HIGHER EDUCATION

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
John Bourne ◽  
Janet C. Moore ◽  
John Sener ◽  
Frank Mayadas ◽  
Linda F. Ettinger
Keyword(s):  
Higher Education ◽  
United States ◽  
Online Education ◽  
The United States ◽  
Access To Higher Education ◽  
Online Higher Education ◽  
Summer Workshop

This paper investigates how access to higher education in the United States can be increased through further integration of online education. The search for opportunities to increase access to online education examined multiple prospective higher education contexts. A series of papers produced by participants in the 2005 Sloan-C summer workshop is synthesized and presented in this overview. Individual papers are included in the publication, providing analyses of specific opportunities.

Developing and Sustaining Online and Distance Education Programs in Health and Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 217-220 ◽  
Author(s):  
Paul Keiper ◽  
Richard B. Kreider
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Success ◽  
Sport Management ◽  
Online Courses ◽  
Online Course ◽  
Master's Program ◽  
Education Programs ◽  
Support Students

Online education has become an increasingly popular means of delivering educational programs in health and kinesiology. It has helped departments meet increasing enrollment demands and provided additional resources that support students and faculty. A number of challenges, however, are associated with developing these types of programs. The purpose of this paper is to discuss some of the issues that Texas A&M University has experienced in developing extensive online courses and distance education programs. The paper discusses methods and models employed to develop online and distance programs in health and kinesiology and provides a case study of some of the opportunities and challenges that the Sport Management Division experienced in developing an online master's program. Issues related to efficacy, management, funding, and student success are discussed. Health and kinesiology administrators should consider these issues as they look to develop or grow online course offerings in the discipline.

scholarly journals Online Course Design

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Sally J. Baldwin ◽  
Yu-Hui Ching
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Course Design ◽  
Online Courses ◽  
The United States ◽  
Course Evaluation ◽  
Online Course ◽  
Evaluation Instrument ◽  
Online Course Design ◽  
Quality Matters

The evaluation of online courses is an important step in providing quality online courses. There are a variety of national and statewide evaluation tools used to help guide instructors and course designers of online courses (e.g., Quality Matters, OSCQR). This paper discusses a newly released course evaluation instrument from Canvas, the second largest learning management system (LMS) used by higher education institutions in the United States. The characteristics and unique features of the Canvas Course Evaluation Checklist (CCEC) are discussed. The CCEC is also compared to established national and statewide evaluation instruments. This review is helpful for those interested in online course design and developments in the field of online education.

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