Faculty, E-Learning, and Contributed by Organizations or Campuses
With Students Flocking Online, Will Faculty Follow?
| Title: | With Students Flocking Online, Will Faculty Follow? (ID: CSD5561) | | Author(s): | Andrew Guess (Inside Higher Ed) | | Origin: | Contributed by Organizations or Campuses (11/18/2008) | | Type: | Articles, Papers, and Reports | | Abstract: | As online courses’ popularity continues to rise, many administrators are struggling with a steep learning curve, one whose ultimate end point is far from being determined. Questions such as how such courses should be taught (by adjuncts or full-time faculty?) often depend on institutions’ missions (expand access or generate extra revenue?) and can lead to clashes and tensions between proponents of online learning and those who remain wedded to the traditional classroom.
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The Roles of Mentors in Electronic Learning Environments
| Title: | The Roles of Mentors in Electronic Learning Environments (ID: CSD3569) | | Origin: | Contributed by Organizations or Campuses (2004) | | Type: | Articles, Papers, and Reports | | Abstract: | This article describes the roles of mentors to meet the need for mentors in electronic learning (eLearning) environments. The existing literature has documented factors impeding effective eLearning and the multiplicity of the faculty's roles that demands too much time on the faculty within eLearning environments. This article argues for the need for mentors to assist instruction and facilitate learning within eLearning environments. The roles of mentors built around the multiple roles of the faculty are then identifi ed as teaching assistants, social connectedness initiators, and technical supporters. A guideline for mentors outlining mentors' roles, responsibilities, and contributions was proposed. This guideline may be adopted by mentors as a fundamental job-aid in practicing mentoring. An example of implementation of mentors in an eLearning environment, which resulted in higher learning achievement, was also presented. In conclusion, it is suggested that mentors should be employed within eLearning environments for assisting students overcoming eLearning barriers and achieving effective learning within eLearning environments. | | View this resource: | |
Who Owns Online Courses and Course Materials? Intellectual Property Policies for a New Learning Environment
| Title: | Who Owns Online Courses and Course Materials? Intellectual Property Policies for a New Learning Environment (ID: CSD2533) | | Author(s): | Carol A. Twigg | | Origin: | Contributed by Organizations or Campuses (2000) | | Type: | Articles, Papers, and Reports | | Abstract: | On February 17-18, 2000, a group of fourteen higher education leaders gathered at the Biltmore Hotel in Miami, Florida, to participate in an invitational symposium. The topic was "Who Owns Online Courses and Course Materials? Intellectual Property Policies for a New Learning Environment." This was the second of the recently created Pew Symposia in Learning and Technology, whose purpose is to conduct an ongoing national conversation about issues related to the intersection of learning and technology. The monograph is available on the Center's Web site (including a downloadable PDF version). A limited supply of printed copies are available and may be obtained by contacting Ms. Pat Bartscherer at bartp@rpi.edu or 518-695-5320. | | View this resource: | |
Distance Education and Teaching Issues: Are Teacher Training and Compensation Keeping Up with Institutional Demands?
| Title: | Distance Education and Teaching Issues: Are Teacher Training and Compensation Keeping Up with Institutional Demands? (ID: CSD1194) | | Author(s): | Reita Gorman (Arkansas State University) | | Origin: | Contributed by Organizations or Campuses (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | During March and April of 1998, a survey was distributed to 60 faculty at Arkansas State who had taught at least one course by compressed video to distance sites for the university. The purpose of this study was to determine how teachers, currently using distance education methods for course delivery, viewed the strengths and weaknesses of the method and its approach to educational instruction. Secondly, this study sought to determine whether teachers felt they had been sufficiently trained in adjusting their curriculum and instructional design to meet the needs of the distance learner. This study also investigated what methods faculty members utilized in the delivery of their courses. Finally, the affects on workload and compensation were assessed to determine whether teaching loads are still being determined in the traditional way by this university. | | View this resource: | |
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