Developing Web Pages as Supplements to Traditional Courses

2000 ◽  
pp. 147-155 ◽  
Author(s):  
Cleborne D. Maddux ◽  
Rhoda Cummings
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web Sites ◽  
Web Pages ◽  
University Administrators ◽  
University Campuses ◽  
College And University ◽  
Special Unit ◽  
Traditional Courses ◽  
Improve Instruction

There has been a recent explosion of interest in distance education. On college and university campuses, this interest owes much of its life and vigor to (a) a belief by university faculty that technology may be able to improve instruction, and (b) the sudden realization by university administrators that distance education is producing large sums of money and has the potential to produce much more. In higher education, the World Wide Web (WWW) has come to be one of the most popular service delivery vehicles for distance education efforts. At first, most sites were created primarily for courses delivered entirely over the Web. More recently, many Web sites are being created by individual instructors as supplements to their more traditionally delivered, on-campus courses. Currently, many thousands of Web sites are dedicated to higher education courses, and the number of such sites is increasing rapidly. This rapid increase has resulted in publication of many course-related pages that are less than ideal in both pedagogical and technical terms. This problem is especially acute for those pages that are supplementary to traditional courses, since there are seldom support services available for instructors who wish to design, create, and maintain such pages. Consequently, individual instructors are typically “on their own” with regard to planning, producing, and maintaining such pages. In contrast, institutional technical and pedagogical support is often provided for developers of Web sites intended for use in courses delivered primarily or exclusively by distance education, since such efforts are often assigned to a special unit such as an extension department or a department of continuing education. These units often employ or retain both technicians and subject matter specialists to assist in the development of course-related Web pages. Although this does not guarantee a quality product, some of the more obvious problems faced by individual instructors are sometimes avoided.

What Administrators Do

2011 ◽  
Author(s):  
Benjamin Ginsberg
Keyword(s):  
Planning Process ◽  
Fund Raising ◽  
University Administrators ◽  
Senior Managers ◽  
University Campuses ◽  
College And University ◽  
For Profit ◽  
Actual Contribution ◽  
The One ◽  
The University

The Number of administrators and staffers on university campuses has increased so rapidly in recent years that often there is simply not enough work to keep all of them busy. I have spent time in university administrative suites and in the corridors of public agencies. In both settings I am always struck by the fact that so many well-paid individuals have so little to do. To fill their time, administrators engage in a number of make-work activities. They attend meetings and conferences, they organize and attend administrative and staff retreats, and they participate in the strategic planning processes that have become commonplace on many campuses. While these activities are time consuming, their actual contribution to the core research and teaching missions of the university is questionable. Little would be lost if all pending administrative retreats and conferences, as well as four of every five staff meetings (these could be selected at random), were canceled tomorrow. And, as to the ubiquitous campus planning exercises, as we shall see below, the planning process functions mainly to enhance the power of senior managers. The actual plans produced after the investment of thousands of hours of staff time are usually filed away and quickly forgotten. There is, to be sure, one realm in which administrators as-a-class have proven extraordinarily adept. This is the general domain of fund-raising. College and university administrators have built a massive fund-raising apparatus that, every year, collects hundreds of millions of dollars in gifts and bequests mainly, though not exclusively, from alumni whose sense of nostalgia or obligation make them easy marks for fund-raisers’ finely-honed tactics. Even during the depths of the recession in 2009, schools were able to raise money. On the one hand, the donors who give selflessly to their schools deserve to be commended for their beneficence. At the same time, it should still be noted that, as is so often the case in the not-for-profit world, university administrators appropriate much of this money to support—what else?— more administration.

Indigenous Student Experience in Higher Education

2022 ◽  
pp. 254-266
Author(s):  
Lawrence F. Camacho ◽  
Arline E. Leon Guerrero
Keyword(s):  
Higher Education ◽  
Student Experiences ◽  
Indigenous Students ◽  
University Campuses ◽  
College And University ◽  
Indigenous Student ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Education Today ◽  
College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

scholarly journals Determining Academic Success in Students with Disabilities in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 16 ◽  
Author(s):  
Stephanie Bain De Los Santos ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Students With Disabilities ◽  
Faculty Involvement ◽  
University Administrators ◽  
College And University ◽  
High School To College ◽  
Transition From High School ◽  
Institutional Support Services

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

Book Review - Multiculturalism and "The Politics of Recognition"

NASPA Journal ◽  
1997 ◽  
Vol 34 (2) ◽  
Author(s):  
Kathleen Manning ◽  
Charles Taylor
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Higher Education Administrators ◽  
University Administrators ◽  
Politics Of Recognition ◽  
College And University ◽  
National Debate ◽  
University Life ◽  
Education Administrators

A diverse cultural presence on campus, political rankling among liberals and conservative, and media reprots of campus activism prevent higher education administrators from ignoring the current national debate concerning multiculturalism. College and university administrators, particularly in the area of student affairs, have taken the lead to bring the issue front and center in university life.

“Solve the Big Problems”

2019 ◽  
pp. 26-48 ◽  
Author(s):  
Kelvin Thompson ◽  
Rohan Jowallah ◽  
Thomas B. Cavanagh
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Research Literature ◽  
Great Promise ◽  
Learning Technology ◽  
University Campuses ◽  
Institutional Leadership ◽  
College And University ◽  
College And University Campuses

Blended learning remains at the top of higher education/technology issues lists despite having been in practice on college and university campuses for 20 years. However, a review of blended learning research literature suggests that innovation in blended learning models has been lacking. This chapter positions innovation in blended learning as a leadership challenge, not merely for the niche concerns of learning technology professionals but as a strategy to fulfill the higher education mission of student success. The chapter authors assert that, while blended learning's very flexibility often curtails its systemic implementation, when undertaken as an institutional leadership challenge, new configurations of blended learning implemented through cross-institutional partnerships hold great promise.

K-A-RPE Model

2011 ◽  
pp. 493-497
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web Sites ◽  
World Wide ◽  
Education Institution ◽  
Online Course ◽  
Higher Education Institution ◽  
Face To Face ◽  
The Past

The phenomenon of distance-based learning has dramatically changed the direction and delivery of education in the past decade. Course Web sites, whether used as supplemental resources for face-to-face courses or as essential materials in an online course, have exploded since the mid-1990s. By the end of the millennium, higher education institution world-wide were racing to establish dominance on the distance education bandwagon.

On-Ramps to more effective teaching: Quick-start guides to strategies for actively engaging students in the classroom to improve learning

2020 ◽  
Author(s):  
Barbara Tewksbury ◽  
Florian Fusseis ◽  
Phillip Resor ◽  
Jennifer Wenner ◽  
Kim Blisniuk ◽  
...  
Keyword(s):  
Web Sites ◽  
Teaching Strategy ◽  
University Teaching ◽  
Just In Time ◽  
Web Pages ◽  
College And University ◽  
Effective Strategies ◽  
Challenges And Opportunities ◽  
Skill Building ◽  
Interactive Lecture

<p>The landscape of college and university teaching in the geosciences has changed over the past 20 years.  Research has documented 1) that faculty in the U.S. now spend less time lecturing and more time actively engaging students in the classroom, and 2) that active engagement is more common in geoscience classrooms than it is in biology, chemistry, physics, or engineering. The web sites of <em>Teach the Earth</em>  and <em>On the Cutting Edge</em> have thousands of web pages of resources for geoscience faculty who want to more actively engage their students in the classroom. But what if you want to incorporate more active learning but aren’t sure where to start or how these techniques might work in your courses? Or what if you are looking for new approaches or fresh ideas to add to techniques that you already use?</p><p>On-Ramps are quick-start guides designed to bring you up to speed in effective strategies for engaging students more actively in the classroom. Each 2-page On-Ramp focuses on a particular teaching strategy, rather than on how to teach a particular topic. The current On-Ramps cover interactive lecture, brainstorming, concept sketches, jigsaws, discussions, quantitative skill-building, just-in-time approaches, case studies, and re-thinking course coverage and linearity. Each On-Ramp includes a simple example that illustrates the strategy, why the technique is valuable, implementation tips, additional examples and modifications, and links to activities, supporting research, and other resources. On-Ramps will be available at the poster and can also be downloaded as pdfs from serc.carleton.edu/onramps/index.html</p><p>On-Ramps originated from the 2018 community vision report to US National Science Foundation on <em>Challenges and Opportunities for Research in Tectonics</em>, and their development was supported with a grant from NSF. The On-Ramps writing team is a group of geoscientists at a variety of career levels with specialties across the range of subdisciplines that regularly address tectonic problems. Although examples currently focus on the broad field of tectonics, On-Ramps can be easily adapted for courses in other geoscience disciplines at all levels.</p><p> </p>

Strategic Leadership in Higher Education

2017 ◽  
pp. 1546-1555
Author(s):  
Sharon E. Norris
Keyword(s):  
Higher Education ◽  
Strategic Change ◽  
Strategic Leadership ◽  
Higher Education Administrators ◽  
University Administrators ◽  
College And University ◽  
Technological Advances ◽  
Leadership In Higher Education ◽  
Education Today ◽  
Education Administrators

Higher education administrators face unprecedented changes that require not only faster decisions but also strategic ones. Unfortunately, institutionalization and isomorphic pressures weigh heavily on college and university administrators making it challenging for these individuals to envision the type of changes needed to formulate diverse strategies and lead the strategic change necessary in higher education. How many of today's higher education administrators have the knowledge and skills necessary to successfully lead their colleges and universities through the competitive, global, and technological advances that influence education today? The focus of this chapter will be on the need for strategic leadership in higher education, the outcomes that results when higher education administrators lack strategic leadership skills, and why it is important for administrators to develop associative thinking and collaborative innovation skills in order to successfully navigate the future.

Kazakhstani E-Learning Practice in Higher Education

2020 ◽  
Vol 11 (1) ◽  
pp. 24-44 ◽  
Author(s):  
Kamchat Yessenova ◽  
Judith Parker ◽  
Zuhra Sadvakasova ◽  
Akmaral Syrgakbaeva ◽  
Gainiya Tazhina
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Competitive Advantage ◽  
Graduate School ◽  
University Administrators ◽  
Education Development ◽  
Qualified Teachers ◽  
High Interest ◽  
Implementation Costs ◽  
E Learning

The purpose of the study was to analyze the experience provided by e-learning in a higher education setting in Kazakhstan as viewed by university administrators and graduate school e-learners. Surveys revealed that the e-learners expressed a high interest in study at remote universities. From the standpoint of the administrators, the main challenges of distance education development are the considerable implementation costs, a lack of technical support, the need to train qualified teachers, and a need for the full-fledged development of new courses. Clarifying the implication of these challenges can help administrators develop e-learning classes in universities nationwide. The research results can be applied towards identifying the resources needed for further developing e-learning initiatives for higher education, with the goal of giving universities a competitive advantage.

scholarly journals CONTENT ANALYSIS OF FACULTY WEB SITES

2019 ◽  
Vol 7 (2) ◽  
pp. 149-156
Author(s):  
Olivera Iskrenovic-Momcilovic
Keyword(s):  
Higher Education ◽  
Web Sites ◽  
Web Pages ◽  
Student Activities ◽  
Web Information ◽  
The Subject ◽  
Novi Sad ◽  
The University ◽  
Source Of Information ◽  
The Web

The content published on faculty web pages is an important source of information about the work of the faculty, which affects the performance of all student activities. It is therefore important to know what information is relevant to the student, as well as to what extent the content is published on the web site of the faculty in accordance with the needs of the student. Starting from the above, the subject of research of this paper is the content of the web sites of faculties of the University of Novi Sad. The main aim of the research is to determine whether there is and to what extent a certain content is present on the faculty web pages, as well as on the basis of the conducted research to provide suggestions for the improvement of web information in higher education.

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