Online Instruction

In the last decade, colleges and universities have
steadily increased the number of course offerings
that use Web-based instruction either as the sole
method of delivery or in a blended format with
traditional face to face instruction. Although the
popularity of Web-based instruction continues to
grow, some faculty have been resistant and reluctant
to incorporate it into their teaching. The research
study in this book examines the factors influencing
faculty decisions to incorporate Web-based
instruction at the university level. The study,
which was based on a mixed research design, includes
faculty who have taught a course exclusively online,
those who have used a blended method of delivery,
and those who have only used a traditional face to
face method of instruction. Findings include
facilitating factors and incentives, as well as
inhibiting factors and barriers to using Web-based
instruction at the university level. The findings
should be especially useful to university
administrators and department chairpersons seeking
to expand their distance learning programs and
increase the use of Web-based instruction by
university faculty.

Autorentext

Robert J. Graham, Ed.D. - Instructional Leadership, Instructional Technology, St. John's University. Adjunct Assistant Professor, St. John's University, New York. Deputy CEO - Community Learning Support Organization, former Superintendent, former Principal, NYC Dept of Education.

Klappentext

In the last decade, colleges and universities have steadily increased the number of course offerings that use Web-based instruction either as the sole method of delivery or in a blended format with traditional face to face instruction. Although the popularity of Web-based instruction continues to grow, some faculty have been resistant and reluctant to incorporate it into their teaching. The research study in this book examines the factors influencing faculty decisions to incorporate Web-based instruction at the university level. The study, which was based on a mixed research design, includes faculty who have taught a course exclusively online, those who have used a blended method of delivery, and those who have only used a traditional face to face method of instruction. Findings include facilitating factors and incentives, as well as inhibiting factors and barriers to using Web-based instruction at the university level. The findings should be especially useful to university administrators and department chairpersons seeking to expand their distance learning programs and increase the use of Web-based instruction by university faculty.