Dissertation/Thesis Abstract

The Role of Faculty in the Effectiveness of Fully Online Programs
by Al-Salman, Sami M., Ph.D., Nova Southeastern University, 2013, 112; 3565063
Abstract (Summary)

The enormous growth of online learning creates the need to develop a set of standards and guidelines for fully online programs. While many guidelines do exist, web-based programs still fall short in the recognition, adoption, or the implementation of these standards. One consequence is the high attrition rates associated with web-based distance learning programs. This poor outcome has a negative impact on the perceived quality of these programs which in turn limits the resources that are made available to academic institutions for implementation. Faculty plays a significant role in this dilemma. While academic administrators strive to enhance their online offerings for a number of reasons, faculty are faced with a number of barriers that deter them from adapting to this mode of delivery.

This report outlines how an in-depth analysis of these barriers was carried out. A mixed research synthesis design approach known as metasummary was used to synthesize the quantitative, qualitative, and mixed research studies that address the issue. The outcome of the synthesis was a set of solutions and recommendations that can be used to increase faculty buy-in and ownership of online learning. Regulatory bodies responsible for accrediting distance programs can benefit from these recommendations by including specific guidelines that explicitly consider the level of faculty satisfaction as a measurement of effectiveness when evaluating fully online programs.

Indexing (document details)
Advisor: Abramson, Gertrude
Commitee: Olander, Marilyn, St. Aubin, Helen
School: Nova Southeastern University
Department: Computing Technology in Education (MCTE, DCTE)
School Location: United States -- Florida
Source: DAI-A 74/10(E), Dissertation Abstracts International
Subjects: Higher Education Administration, Educational technology
Keywords: Distance education, Faculty barriers, Online, Online faculty, Web-based
Publication Number: 3565063
ISBN: 978-1-303-14563-6
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy