Determining the instructional needs, resource availability, curriculum design, course development, and faculty capacity and incentives for effective delivery of distance education ( Bunn, 2001 ).
Published in Chapter:
Faculty Competencies and Incentives for Teaching in E-Learning Environments
Kim E. Dooley (Texas A&M University, USA), Theresa Pesl Murphrey (Texas A&M University, USA), James R. Lindner (Texas A&M University, USA), and Timothy H. Murphy (Texas A&M University, USA)
Copyright: © 2009
|Pages: 5
DOI: 10.4018/978-1-60566-026-4.ch242
Abstract
In 2001, Michele Bunn offered her readers timeless and timely issues in distance education. There were predictions that virtual universities would shift from a teacher-centered to a student-centered learning environment. Although emerging technologies have allowed for more student-centered approaches, university instructors remain a key factor in the success or failure of distance education efforts in university settings. Shifts in technological advances over the past five years have made the term “distance education” less accurate. Learners are not necessarily located away from campuses, but instead choose the flexibility to learn asynchronously. Therefore, we will use the term e-learning, rather than distance education. Timeless issues impacting e-learning typically include the core values of universities in regard to strategic planning, faculty competence, and incentives. Administrative decision-making determines relevant timely issues that tend to fall into three categories: (1) student-related issues, (2) instructional issues, and (3) organizational issues (Bunn, 2001). These three areas will frame our discussion.