Why Distance Learning?: Higher Education Administrative Practices Gary A Berg

ISBN: 9781280908590

Published: January 10th 2010

ebook

208 pages


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Why Distance Learning?: Higher Education Administrative Practices  by  Gary A Berg

Why Distance Learning?: Higher Education Administrative Practices by Gary A Berg
January 10th 2010 | ebook | PDF, EPUB, FB2, DjVu, talking book, mp3, ZIP | 208 pages | ISBN: 9781280908590 | 10.24 Mb

Few subjects in higher education today are more fascinating than distance learning. Written for administrators struggling with developing and improving distance learning programs and scholars in this emerging field, Why Distance Learning? raisesMoreFew subjects in higher education today are more fascinating than distance learning. Written for administrators struggling with developing and improving distance learning programs and scholars in this emerging field, Why Distance Learning? raises issues that possibly threaten the advantages of using computer technology in education.

Although there has been a large investment in computer-based learning in higher education, very little research is being done on administrative strategies for its effective use. Drawing from a national survey of higher education institutions and interviews with administrators, Berg addresses the following issues: Why are higher education institutions venturing into the use of distance learning?

How do these differing motivations affect administration and management practices? Finally, what approaches should universities take to address the difficult administrative questions that are raised by distance learning? The explicit reasons for using distance learning focused primarily on access, while the second most common response was a belief in the pedagogical advantages of distance learning.- The survey shows that top university and continuing education administrators are more than twice as likely to lead the implementation push for distance learning than individual faculty.

The study found that distance learning is primarily administratively housed in self-supporting continuing education units and that the majority of respondents pay full-time faculty under a regular load arrangement for distance learning courses, with no additional stipend for course development. Perhaps the most controversial findings involve issues of intellectual property and the different attitudes community colleges and doctoral degree-granting institutions have toward distance learning.



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