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Training For Distance Learning Faculty

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

ET Distance Learning Courses and Programs

Page Count

7

Page Numbers

7.1211.1 - 7.1211.7

DOI

10.18260/1-2--10354

Permanent URL

https://peer.asee.org/10354

Download Count

46

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Paper Authors

author page

Anthony Trippe

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 1647

Training for Distance Learning Faculty

Anthony P. Trippe

Rochester Institute of Technology Electrical, Computer and Telecommunications Engineering Technology Department

Abstract Distance learning courses have been growing in number and the Internet is now a commonly accepted mode of instructional delivery. The attention of many educational researchers has now turned to examining the quality of online courses. One aspect of distance learning that is often found to be associated with course quality is faculty training. This paper reports on the experiences of the author related to teaching more than sixty online courses and to the types of preparative training he received. Suggested training opportunities and a list of training topics which an organization should make available for its faculty is included.

Introduction

In an effort to attract and keep students enrolled, the distance learning organizations of most universities and colleges provide a number of support services for students. However, research has shown that one of the factors highly correlated to student retention in the online environment is faculty performance. (1) It is generally accepted that there is also a connection between student satisfaction with the faculty conduct and student learning. (2) (3) Student satisfaction rises when students are challenged by the faculty and interested in the material. It is important to stress to faculty members that students must feel that their instructors know and care about them. In courses where this bridge exists between students and faculty, the students become much more motivated to learn and their desire to continue learning rises.

To ensure that faculty can create a challenging, productive and stimulating learning environment, new faculty members must first possess proper credentials, content knowledge, and technical manipulation skills. (4) In addition, online faculty need to demonstrate a high level of comfort to work in a virtual, asynchronous environment. These factors are required by most institutions. Online faculty should be encouraged (better required) to attend training and mentoring program prior to the conduct of their first DL course.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”

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Trippe, A. (2002, June), Training For Distance Learning Faculty Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10354

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015