Factors which motivate community college faculty to participate in distance education.

Factors which motivate community college faculty to participate in distance education. The literature provides strong evidence that faculty are motivated mo��ti��vate?tr.v. mo��ti��vat��ed, mo��ti��vat��ing, mo��ti��vatesTo provide with an incentive; move to action; impel.mo by both intrinsic intrinsic/in��trin��sic/ (in-trin��sik) situated entirely within or pertaining exclusively to a part. in��trin��sicadj.1. Of or relating to the essential nature of a thing.2. and extrinsic factors extrinsic factorn.See vitamin B12. to participate in distanceeducation. Taylor Taylor,city (1990 pop. 70,811), Wayne co., SE Mich., a suburb of Detroit adjacent to Dearborn; founded 1847 as a township, inc. as a city 1968. A small rural village until World War II, it developed significantly in the second half of the 20th cent. and White (1991); Dillon Dillon may refer to: PeopleDillon (surname) Dillon is the given name of: Dillon Anderson (1906–1974) Dillon Bell (1822–1898), a New Zealand politician of the late 19th century Places , Hengst, and Zoller, (1991);Johnson and Silvernail, (1990); Clark, Soliman Soliman.For Ottoman sultans thus named, use Sulayman., and Sungaila, (1985);Betts, (1998) found that most faculty are motivated by the followingintrinsic rewards to teach through distance education: (a) the abilityto teach students who otherwise may not have access to education; (b)the opportunity to work with more motivated and serious minded students;(c) the flexible work schedule that distance education can provide; (d)the nature of distance education which requires greater organization ofmaterials, and (e) the ability to use a variety of media resources. ********** Aside from intrinsic rewards, faculty attitudes are also influencedto a certain extent by extrinsic factors. Gilcher and Johnstone Johnstone(jŏn`stən), town (1991 pop. 42,731), Renfrewshire, W Scotland. Industries include flax and cotton mills in addition to engineering works. Chemicals, machine tools, and shoelaces are also manufactured. , (1989)discovered that faculty who were the most satisfied with their distanceeducation roles received support from faculty within their academicdepartment who they deemed to be important. Stinehart (1988) found thatfaculty attitudes are also influenced by (a) awareness of distanceeducation teaching; (b) their perceptions of how technology should beused in teaching; (c) experience they or their colleagues have had withtechnology and pedagogy; (d) the quality of materials they have had theopportunity to use in their distance teaching; (e) the support they havereceived from their institution for their efforts in teaching, anddeveloping courses, and (f) the logistics logisticsIn military science, all the activities of armed-force units in support of combat units, including transport, supply, communications, and medical aid. The term, first used by Henri Jomini, Alfred Thayer Mahan, and others, was adopted by the U.S. of course delivery and thecontrol they have had over the distance education courses they havetaught. Faculty who are willing to work collaboratively with theircolleagues to design and/or and/or?conj.Used to indicate that either or both of the items connected by it are involved.Usage Note: And/or is widely used in legal and business writing. deliver distance education courses need toreceive support from their institutions of higher learning higher learningn.Education or academic accomplishment at the college or university level. in terms offaculty training, mentoring with colleagues, and administrative,clerical, and technical assistance (Dillon and Walsh Walsh has several meanings: MathematicsWalsh matrix, an orthogonal matrix with several useful properties Walsh transform, a linear transform based on the Walsh matrix PlacesWalsh, Colorado Walsh County, North Dakota , 1992). The successof faculty who choose to embrace distance education is largelycontingent upon Adj. 1. contingent upon - determined by conditions or circumstances that follow; "arms sales contingent on the approval of congress"contingent on, dependant on, dependant upon, dependent on, dependent upon, depending on, contingent the degree of support that institutions are willing togive them (Beaudoin, 1990). Astin (1985) noted "... true excellencelies in the institution's ability to ... affect faculty favorably fa��vor��a��ble?adj.1. Advantageous; helpful: favorable winds.2. Encouraging; propitious: a favorable diagnosis.3. ,to enhance their intellectual and scholarly development, and to make apositive difference in their lives ... the talent development conception conception/con��cep��tion/ (kon-sep��shun)1. an imprecise term denoting the formation of a viable zygote.concep��tive2. concept.con��cep��tionn.1. of excellence focuses on changes ... [that] occur along such dimensionsas teaching ability, mentoring ability, scholarly ability andproductivity." Betts (1998) addressed the issue of support in her survey offaculty and deans at the George Washington University George Washington University,at Washington, D.C.; coeducational; chartered 1821 as Columbian College (one of the first nonsectarian colleges), opened 1822, became a university in 1873, renamed 1904. . Faculty responsesto questions addressing suggestions for faculty development programsincluded (a) a need for more financial, administrative, and technicalsupport in distance education course development; (b) workshops thatenable them to develop specific skills for facilitating distanceeducation courses, and using and selecting appropriate technology forspecific lessons and (c) release time to attend distance educationtraining workshops. Dillon's (1990) findings of faculty'scommon needs of support reinforced re��in��forcealso re-en��force or re��en��force ?tr.v. re��in��forced, re��in��forc��ing, re��in��forc��es1. To give more force or effectiveness to; strengthen: The news reinforced her hopes. Betts' (1998) findings thatfaculty sought assistance in (a) preparing course materials; (b)clerical support; (c) coordination coordination/co��or��di��na��tion/ (ko-or?di-na��shun) the harmonious functioning of interrelated organs and parts. co��or��di��na��tionn.1. The harmonious adjustment or interaction of parts. in communicating with students atoff-campus sites; (d) assistance in marketing their distance educationprograms, and (e) assistance in distributing materials to studentsenrolled in their distance education courses. A national survey on faculty attitudes towards distance educationrevealed that the more faculty knew about technology, the more highlythey rated it for use in their teaching (Clarke Clarke? , Arthur Charles Born 1917.British writer, scientist, and underwater explorer noted for his stories of space exploration. His works include 2001: A Space Odyssey (1968). , 1993; 1999; Dillon andWalsh, 1992). McNeil McNeil can have a number of possible meanings and spellings: PlacesMcNeil, Arkansas, USA (Also called the Big West) McNeil Island, Washington, USA McNeil River, Alaska, USA McNeill, West Virginia, USA Port McNeill, British Columbia, Canada (1990) found that even faculty who are mostpersonally motivated to teach distance education will refrain fromparticipating if they do not receive adequate support and training. BACKGROUND OF STUDY This study analyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. the degree to which a set of 30 factorsmotivated community college faculty to participate in distanceeducation. The population of this study included division chairs andfaculty at a community college consisting of five campuses in theSoutheastern south��east?n.1. Abbr. SE The direction or point on the mariner's compass halfway between due south and due east, or 135�� east of due north.2. An area or region lying in the southeast.3. part of the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. whose teaching loads consisted of(a) distance education courses and classroom courses; (b) solelydistance courses; and (c) solely classroom courses. When the survey wasconducted in the fall of 2001, the total student headcount head countor head��countn.1. The act of counting people in a particular group.2. The number of people counted in this way.Noun 1. was 39,138.Of the 15 chairs and 572 faculty who were surveyed, 13 division chairsand 167 faculty replied. The community college where this study was conducted offeredcourses through distance education using four methods: (a) writtencorrespondence courses through the use of the United States PostalService postal service,arrangements made by a government for the transmission of letters, packages, and periodicals, and for related services. Early courier systems for government use were organized in the Persian Empire under Cyrus, in the Roman Empire, and in medieval ; (b) Blackboard (1) See Blackboard Learning System.(2) The traditional classroom presentation board that is written on with chalk and erased with a felt pad. Although originally black, "white" boards and colored chalks are also used. by way of the Internet InternetPublicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the ; (c) tele-courses; and(d) audio-visual au��di��o-vis��u��alalso au��di��o��vis��u��aladj.1. Both audible and visible.2. Abbr. AV Of or relating to materials, such as films and tape recordings, that present information in audible and pictorial form: courses. Tele-courses were delivered through the sevencable television systems currently available in the state where thecommunity college operates. The audio-visual courses were providedthrough an asynchronous learning Asynchronous learning is a teaching method using the asynchronous delivery of training materials or content using computer network technology. It is an approach to providing technology-based training that incorporates learner-centric models of instruction. network. Blackboard 5 is acomprehensive and flexible elearning software platform that delivers acourse management system with level two or level three licenses, acustomizable institution-wide portal, and online communities. Inaddition, a level three license includes advanced integration tools andAPIs to seamlessly integrate Blackboard 5 with existing institutionsystems (http://www.blackboard.com/). FACULTY CHARACTERISTICS The divisions in which the 116 "classroom faculty"respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. , taught included a range of seven disciplines (see table 1);the 51 "combination-delivery faculty" respondents taughtacross five disciplines and the "distance-only faculty"respondents reflected three disciplines. The 13 division chairs whoresponded to the survey represented six disciplines (Table 1). FACULTY APPOINTMENT STATUS The vast majority of faculty respondents were hired on a contractbasis (85% of "classroom faculty," 84% of"combination-delivery faculty," and 100% of"distance-only faculty"). Only a small percentage had receivedtenure tenure, in educationtenure,in education, a guarantee of the permanence of a college or university teacher's position, awarded upon successful completion of a probationary period, usually seven years. (11% of "combination-delivery faculty" and 5% of"classroom faculty." FACULTY COURSE LOADS "Combination-delivery faculty" who taught both distanceand classroom courses appeared to have had a heavier teaching load thantheir colleagues who only taught classroom courses or those who taughtonly distance courses. However, any faculty member who taught throughdistance education at this community college had to contend with"rolling admission Rolling admission is a policy used by many colleges in the United States to admit freshmen to undergraduate programs. Under rolling admission, a candidate is invited to submit his application to the university anytime within a large window. " (a policy which allows students to beadmitted to their classes at any point during a semester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s ) so theirteaching load increased and decreased at various points throughout thesemester. Division chairs were required to teach one course eachacademic year which could be taught either in a traditional classroomsetting or by way of distance. The reader should note a limitation ofthis study, that is, course load was calculated by the number ofdifferent courses faculty taught, not by the number of sections (Table2). YEARS OF EXPERIENCE IN DISTANCE EDUCATION "Combination-delivery faculty" and "distance-onlyfaculty" had on average the same number of years experience indistance education (Table 3). FACULTY TRAINING IN DISTANCE EDUCATION As expected higher percentages of faculty who taught distancecourses had received distance training than faculty who only taughtclassroom courses (Table 4). DESIGN AND METHODOLOGY Survey methodology was deemed the most appropriate means of datacollection for this study as it is meant to serve as a foundation forfuture data collection at other community colleges. During the fall of2001, 572 faculty and 15 division chairs at this community collegereceived cover letters that provided an overview of the study and a copyof the survey. Of the 167 faculty who responded, 116 faculty taught onlyclassroom courses; seven only taught distance courses and 44 facultytaught classroom and distance courses. Eight of the 13 division chairswho responded to this survey had taught a distance course. The survey was based upon Betts' (1998) instrument. The firstsection of both surveys addressed demographic See demographics. questions. Additionalquestions focused upon faculty support, rewards, and the changing roleof the faculty member in distance education and how faculty and divisionchairs perceived per��ceive?tr.v. per��ceived, per��ceiv��ing, per��ceives1. To become aware of directly through any of the senses, especially sight or hearing.2. To achieve understanding of; apprehend. distance education as relating to relating torelate prep → concernantrelating torelate prep → bez��glich +gen, mit Bezug auf +accthe community collegemission. Data analysis included both qualitative qualitative/qual��i��ta��tive/ (kwahl��i-ta?tiv) pertaining to quality. Cf. quantitative. qualitativepertaining to observations of a categorical nature, e.g. breed, sex. (short answerquestions), and quantitative quantitative/quan��ti��ta��tive/ (kwahn��ti-ta?tiv)1. denoting or expressing a quantity.2. relating to the proportionate quantities or to the amount of the constituents of a compound. (means, standard deviations In statistics, the average amount a number varies from the average number in a series of numbers. (statistics) standard deviation - (SD) A measure of the range of values in a set of numbers. , frequencydistributions and percentages). Faculty were divided into three categories by the means which theyused to deliver their classes: (a) "distance-only faculty"refers to faculty who taught courses through distance education (i.e.,the Internet, correspondence, CD rom CD ROM Compact Disk Read Only Memory or a combination of all threedelivery systems); (b) "combination-delivery faculty" refersto those faculty who taught traditional classroom courses and distancecourses, and (c) "classroom faculty" who taught onlytraditional face-to-face (jargon, chat) face-to-face - (F2F, IRL) Used to describe personal interaction in real life as opposed to via some digital or electronic communications medium. classroom courses. All "classroomfaculty," "distance-only faculty";"combination-delivery faculty" and division chairs were givena list of 30 factors which they were asked to rate on a 5 point Likertscale Likert scaleA subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc (1 strongly disagree, 2 disagree, 3 neutral, 4 agree, and 5strongly agree) the extent to which these factors influence, or wouldinfluence them to continue or begin participating in distance education.Results to these questions were measured in the means of responses fromall three groups of faculty and division chairs. Means averaging between1.0 and 2.0 were cited as strongly disagreeing; means averaging between2.0 and 3.0 were noted as disagreeing; means averaging between 3.0 and4.0 were neutral; means averaging between 4.0 and 5.0 were noted asagreeing and means greater than 5.0 were noted as strongly agreeing. DATA ANALYSIS Responses from Distance-Only Faculty The range of means generated from distance faculty responses was4.29 to 1.86. Responses from "distance-only faculty" thatgenerated means above a 4.0 (indicating agreement that factors didmotivate them) included: more flexible working conditions (5.0);intellectual challenge of distance education (4.71); ability to reachnew audiences who can't attend campus based classes (4.57);opportunity to develop new ideas "New Ideas" is the debut single by Scottish New Wave/Indie Rock act The Dykeenies. It was first released as a Double A-side with "Will It Happen Tonight?" on July 17, 2006. The band also recorded a video for the track. for courses (4.43); personal motivationto use technology (4.29); Opportunity to teach a course in an"asynchronous Refers to events that are not synchronized, or coordinated, in time. The following are considered asynchronous operations. The interval between transmitting A and B is not the same as between B and C. The ability to initiate a transmission at either end. environment" (4.29); opportunity to work withcourse designers, distance education instructors and technologists todevelop and deliver distance courses (4.14). "Distance-only faculty's" responses to the followingfactors generated means below a 3.0. (indicating that they disagreed orstrongly disagreed that these factors would influence theirparticipation in distance education): royalties Not to be confused with Royal family.Royalties (sometimes, running royalties) are usage-based payments made by one party (the "licensee") to another (the "licensor") for ongoing use of an asset, most typically an intellectual property (IP) right. from intellectualproperty rights (2.86); credit toward promotion and tenure (2.71);grants for materials and expenses (2.71); creating a support system toretain distance faculty (2.29); merit pay Noun 1. merit pay - extra pay awarded to an employee on the basis of merit (especially to school teachers)pay, remuneration, salary, wage, earnings - something that remunerates; "wages were paid by check"; "he wasted his pay on drink"; "they saved a quarter of all (2.14); opportunity to teach acourse in a synchronous Refers to events that are synchronized, or coordinated, in time. For example, the interval between transmitting A and B is the same as between B and C, and completing the current operation before the next one is started are considered synchronous operations. Contrast with asynchronous. environment (2. 0); visibility for jobs at othercolleges and universities (1.86); college expectation that facultyparticipate in distance education (1.86) (Table 5). RESPONSES FROM DISTANCE FACULTY Responses from "combination-delivery faculty" thatgenerated means above a 4.0 were limited to one factor, more flexibleworking conditions (4.22). However, when the means were listed in rankorder, and rounded to the nearest tenth Tenth can mean:In mathematics: 10th, an ordinal number; as in the item in an order ten places from the beginning, following the ninth and preceding the eleventh. 1/10, a fraction, one part of a unit divided equally into ten parts. It is written 0. , they revealed that meansgenerated by "combination-delivery faculty's" responseswere in the same range as those of "distance-only faculty."Thus, "combination-delivery faculty" were motivated by many ofthe same factors as those cited by "distance-only faculty."Motivating factors cited by the "combination-delivery faculty"included: (a) personal motivation to use technology (3.98); (b)opportunity to develop new ideas for courses (3.96); intellectualchallenge of distance education (3.82); and ability to reach newaudiences who can't attend campus based classes (3.79). "Combination-delivery faculty" responses to the followingquestions resulted in means that were below 3.0, thus indicating thatthey either disagreed or strongly disagreed that these factors wouldhave influenced them to participate in distance education: visibilityfor jobs at other colleges and universities (2.94); creating supportsystems to retain distance faculty (2.89); college expectation thatfaculty participate in distance education (2.88); opportunity to teach adistance course in an asynchronous environment(2.88); and opportunity toteach a distance course in a synchronous environment (2.74). The range of means generated from "combination-deliveryfaculty" responses was 4.22 to 2.74. RESPONSES FROM CLASSROOM FACULTY The factor that resulted in the highest mean of "classroomfaculty" responses was a 3.59, increase in salary. The range of"classroom faculty" responses was 3.59 to 2.58. "Classroom faculty" were moderately motivated (indicatedby means in the 3.0 range) to participate in distance education by threefactors which were also cited by "combination-deliveryfaculty", the ability to reach new audiences who can't attendcampus based classes (3.59); more flexible working conditions (3.57);motivation to use technology. The range of "classroom faculty"responses was 3.59 to 2.58. "Classroom faculty" responses to the following factorsresulted in means below a 3.0 which indicated that they disagreed orstrongly disagreed with the assumption that these factors would haveprevented them from teaching in a distance education environment:opportunity to teach a distance course in a synchronous environment(2.80); creating support systems to retain distance faculty (2.80);college expectation that faculty participate in distance education(2.71); visibility for jobs at other colleges and universities (2.70);and the opportunity to teach a distance course in an asynchronousenvironment (2.58). The range of means from "classroomfaculty" responses was 3.59 to 2.58, thus, they did not stronglyagree that any factor would motivate them to participate in distanceeducation and they mildly disagreed that six factors would prompt themto participate (Table 5-C). RESPONSES FROM DIVISION CHAIRS Division chairs' responses mirrored those of "classroomfaculty's" in degree and content. Division chair'sresponses ranged from 4.54 to 2.62. Their responses indicated that theywould have been highly motivated by the following factors to participatein distance education (defined by a mean score greater than 4.0):receiving a stipend sti��pend?n.A fixed and regular payment, such as a salary for services rendered or an allowance.[Middle English stipendie, from Old French, from Latin st for distance education participation (4.54);increase in salary (4.46); personal motivation to use technology (4.23);more flexible working conditions (4.15); and grants for materials andexpenses (4.08). Division chairs' responses to the following factors resultedin means that were below a 3.0, which indicated that they did notperceive per��ceivev.1. To become aware of directly through any of the senses, especially sight or hearing.2. To achieve understanding of; apprehend. these factors would have had an impact on their decision toparticipate in distance education: change in faculty role from being aknowledge provider to being a facilitator (2.92); creating supportsystems to retain distance faculty (2.92); and the opportunity to teacha distance course in a synchronous environment (2.62) (Table 5-D). COMPARISON OF RESPONSES Factors which Elicited e��lic��it?tr.v. e��lic��it��ed, e��lic��it��ing, e��lic��its1. a. To bring or draw out (something latent); educe.b. To arrive at (a truth, for example) by logic.2. Neutral Responses The following factors elicited neutral responses from all fourgroups of respondents: opportunity to diversify diversifyTo acquire a variety of assets that do not tend to change in value at the same time. To diversify a securities portfolio is to purchase different types of securities in different companies in unrelated industries. program offerings; theextent to which distance education would have provided opportunities forcareer exploration and expansion; recognition and rewards from college;strengthened job security; reduced teaching load; provision of distancetraining by the college; support from departmental colleagues; andprotection of intellectual property rights. FACTORS WHICH ELICITED MIXED RESPONSES REGARDING REWARDS "Combination-delivery faculty" strongly agreed and"distance-only faculty" and division chairs agreed thatflexible working conditions would have influenced their decision toparticipate in distance education, while "classroom faculty"were neutral toward flexible working conditions. All group responseswere neutral toward the ideas of providing a stipend or an increase insalary for distance education participants, with the exception ofdivision chairs, who agreed that it would have motivated them and theirfaculty. In regards to the idea of release time, all groups'elicited neutral reactions with the exception of division chairs whoagreed it would have motivated their faculty. When faculty were asked ifreceiving royalties on copyrights would have motivated them toparticipate in distance education three groups gave neutral responsesexcept for "distance-only faculty" who disagreed."Distance-only faculty" also disagreed that promotion andtenure opportunities and merit pay would have compelled them toparticipate in distance education while their peers all respondedneutrally to these factors. Division chairs agreed and"distance-only faculty" disagreed that grants for materialsand expenses would have motivated faculty to become involved in distanceeducation, while "classroom faculty" and"combination-delivery faculty" were both neutral to thistopic. Factors Which Elicited Mixed Responses Regarding Ways DistanceEducation could serve the College Community When survey respondents were asked to what extent the ability toreach new audiences affected their interest in participating in distanceeducation "classroom faculty" and "combination-deliveryfaculty" both gave neutral responses. However, division chairs and"distance-only faculty" agreed that this service to thecommunity was a great motivator. The other factor relating to service,"the college expectation that faculty participate" was greetedwith mixed responses. "Classroom faculty" and"combination-delivery faculty" both disagreed and"distance-only faculty" strongly disagreed that this wouldhave been a motivator for involvement in distance education, whiledivision chairs were neutral toward the idea. Factors Which Elicited Mixed Responses Regarding Ways DistanceEducation could Personally and Professionally Benefit the Faculty All respondents responded neutrally, with the exception of"distance-only faculty" who agreed that, "theintellectual challenge; the opportunity to develop new courses, teach inasynchronous and synchronous environments, and work with coursedesigners and technologists to develop and deliver distance courses; andimprove their classroom teaching" were reasons they would have beeninvolved in distance education. When respondents were asked if "the personal motivation to usetechnology" would impact their decision to become involved indistance education, "combination-delivery faculty,""distance-only faculty," and division chairs all agreed thatit would have had an effect on their decision whereas "classroomfaculty" responses were neutral toward this factor. However,"classroom faculty" and division chairs both disagreed thatthe change in a faculty's role from being a knowledge provider to afacilitator would have impacted their decision to engage in distanceeducation. To the contrary, both "distance-only faculty" and"combination-delivery faculty" were neutral toward this changein the faculty role. All faculty and division chairs disagreed that the opportunity toteach a course in a "synchronous" environment would havemotivated them to participate in distance education."Classroom-faculty," and "combination-deliveryfaculty" disagreed and "distance-only faculty" stronglydisagreed that visibility for positions at other universities would havebeen a reason for them to engage in distance education, however,division chairs were neutral toward this topic. Responses Toward Factors Regarding Supportive supportiveadjective Pertaining to a Pt management philosophy in which only the Sx of a particular condition are treated; supportive measures are often taken when no specific and/or effective therapy is available or accessible–eg, viral meningitis, or Services All faculty were neutral toward the availability of technical,clerical, and administrative support services support servicesPsychology Non-health care-related ancillary services–eg, transportation, financial aid, support groups, homemaker services, respite services, and other services as having any impact upontheir involvement in distance education. They all disagreed that asupport system created to retain distance faculty would not have had anyimpact on their desire to engage in distance learning. Analysis of Faculty Responses to Open-Ended Questions A closed-ended question is a form of question, which normally can be answered with a simple "yes/no" dichotomous question, a specific simple piece of information, or a selection from multiple choices (multiple-choice question), if one excludes such non-answer responses as dodging a Some "classroom faculty" comments focused upon acombination of release time, stipends, and training as being the bestmotivators for faculty to teach distance courses. "Providetraining, provide rewards from participating in training and providerelease time for course development." "My biggest issue is notenough release time granted for things like this--that would make itmore worth while." "Provide strong financial incentives,adequate time and appropriate technology." "Extra time beyondthe normal workload The term workload can refer to a number of different yet related entities. An amount of laborWhile a precise definition of a workload is elusive, a commonly accepted definition is the hypothetical relationship between a group or individual human operator and task demands. is needed. For me, I really think there are so manydifferent functions that a teacher serves as which means teachers arealready spread thin across their duties." Other classroom faculty remarks centered on the idea of attractingfaculty who want to teach through distance education. "If someonedoesn't does��n't?Contraction of does not. want to [participate in distance education], then theyshouldn't should��n't?Contraction of should not.shouldn'tshould notshouldn'tshould and the College shouldn't make them.""Increase incentives especially for younger faculty.""First of all bend Bend,city (1990 pop. 20,469), seat of Deschutes co., W central Oregon, on the Deschutes River, at the eastern foot of the Cascade Range; inc. 1904. Lumbering is the primary industry, and tourism is also important. your efforts toward those professors enamored en��am��or?tr.v. en��am��ored, en��am��or��ing, en��am��orsTo inspire with love; captivate: was enamored of the beautiful dancer; were enamored with the charming island. with technology and don't don't?1. Contraction of do not.2. Nonstandard Contraction of does not.n.A statement of what should not be done: a list of the dos and don'ts. waste your efforts on the people whoenjoy the natural world. Then pay them well, acknowledge theircreativity and value to the institution. Praise them in front of otherteachers, and so forth." "Help find the proper targetaudiences." "Hire people who like that type of impersonal im��per��son��al?adj.1. Lacking personality; not being a person: an impersonal force.2. a. Showing no emotion or personality: an aloof, impersonal manner. teaching." "What need exists can be met by interestedcolleagues!" Some classroom faculty also said that demonstrating the quality ofdistance courses could serve as a strong source of motivation forfaculty to participate in distance education. "Show it to be betterthan the classroom." "Provide feed-back to distance facultyconcerning students success rate at higher levels." "Convincethem that there's a real need for it, aside from money; providecompensation of some sort for the work involved." "Convincefaculty that distance courses are educationally sound and pay facultycommensurate com��men��su��rate?adj.1. Of the same size, extent, or duration as another.2. Corresponding in size or degree; proportionate: a salary commensurate with my performance.3. with compensation paid by the private sector.""Have assessments that demonstrate how students learn differently,if they do." Distance faculty more strongly supported rewards, release time,stipends, and training, coupled with a reasonable course load forfaculty who are engaged in distance learning. "Decrease officehours office hours,n.pl See business hours. , good training, stipends to develop courses." "Pay themproperly for the student work load. Actually my community collegealready does that!" "Money or adjusted work hours.""Release time to develop and update courses and lowerenrollments." "Need to compensate for extra timerequired." "Provide training, a systems approach, and properrewards." In addition to an expressed need for monetary or time compensation,"combination-delivery faculty" also conveyed a need forrecognition of the contributions they are making to student learning anda freedom to develop new methods of distance teaching. "Exploredifferent courses that could be offered as distance learning. Encouragefaculty to use technology." "Encourage more freedom toexperiment with methodology." "Emphasize the benefits tostudents who can't attend campus courses. Also recognize the workof faculty who do participate. We are often made to feel as though weare not actually working because we may not be on campus as much.However, the work never ends." "More support and rewards andencouragement and appreciation and recognition." "Provide moreencouragement and incentives." CONCLUSIONS AND IMPLICATIONS The responses from faculty who only taught distance courses andthose faculty who taught distance and classroom courses generated verysimilar means. Both groups were highly motivated by intrinsic factors intrinsic factorn.A relatively small mucoprotein secreted by the parietal cells of gastric glands and required for adequate absorption of vitamin B12 for production of red blood cells. Also called Castle's intrinsic factor. tocontinue their participation in distance education. Both groups of"distance-only faculty" and "combination-deliveryfaculty" disagreed that they were motivated by factors relating topersonal financial gain, advanced academic status, the college'sexpectation that they teach through distance education, the availabilityof support systems, or career advancement A gift of money or property made by a person while alive to his or her child or other legally recognized heir, the value of which the person intends to be deducted from the child's or heir's eventual share in the estate after the giver's death. . The means generated by "classroom faculty's"responses to motivating factors were much lower than those cited bycombination-delivery faculty. These lower means may be due to the factthat the group of classroom faculty who responded to the survey (116)had limited exposure or experience in the design or delivery of distanceeducation courses. Unlike either group of distance faculty, theresponses from classroom faculty indicated that their possibleparticipation in distance education was motivated more by extrinsicfactors (raise in salary, release time, provision of training by thecollege, and merit pay). However, "classroom faculty" didagree with their distance education colleagues that they were notmotivated to participate in distance education by the opportunity toteach in a synchronous or asynchronous setting, the availability ofsupport systems, the college's expectation that they participate orby career advancement. As were classroom faculty, division chairs were also largelymotivated by extrinsic factors to participate in distance education(monetary rewards and flexible working conditions) with the exception ofa personal motivation to use technology. Like their faculty, division chairs were not motivated toparticipate in distance education by the availability of support systemsor the opportunity to teach in an asynchronous environment or a changein faculty role to a facilitator. Respondents' replies to open-ended questions that addressedthe issues of rewards and incentives shed shedrural building used for agricultural pursuits.shed handsmiscellaneous workers in a shearing shed at shearing time, i.e. persons other than the shearers, wool classers. light on a number ofunderlying concerns faculty have about distance education which in turnaffect their decision of whether or not to engage in it. Some"classroom faculty" comments focused upon a combination ofrelease time, stipends, and training as being the best motivators forfaculty to teach distance courses. "Provide training, providerewards from participating in training, and provide release time forcourse development." "My biggest issue is not enough releasetime granted for things like this--that would make it moreworthwhile." Other classroom faculty remarks centered on the ideaof attracting faculty who want to teach by way of distance education."If someone doesn't want to [participate in distanceeducation], then they shouldn't and the College shouldn't makethem." "Increase incentives especially for youngerfaculty." Some classroom faculty also said that demonstrating the quality ofdistance courses could serve as a strong source of motivation forfaculty to participate in distance education. "Show it to be betterthan the classroom." "Provide feedback to distance facultyconcerning students success rate at higher levels." "Convincethem that there's a real need for it, aside from money; providecompensation of some sort for the work involved." "Haveassessments that demonstrate how students learn differently, if theydo." Classroom faculty's decision of whether or not to participateappeared to be influenced by their teaching philosophy and style. Whenthey were asked if their decision of whether or not to participate indistance education would be affected by different rewards, at least athird said that rewards wouldn't would��n't?Contraction of would not.wouldn'twould notwouldn'twould influence their decision not toengage in distance learning. "No change, I still prefer to lectureto live people." "Not relevant in this point of mycareer." "Rewards have nothing to do with my teachingphilosophy." "At my stage in life I want to do research in thetypical plankton plankton:see marine biology. planktonMarine and freshwater organisms that, because they are unable to move or are too small or too weak to swim against water currents, exist in a drifting, floating state. . I want to work with scientific peers and publish myresults. I want to travel and explore. I don't want to sit in frontof an electronic box for endless hours." "Interest (lack of)is the issue--not rewards." A few combination-delivery faculty underscored the need forcompensation. "Combination-delivery faculty" more stronglysupported rewards, release time, stipends and training, coupled with areasonable course load for faculty who are engaged in distance learning."Decrease office hours, good training, stipends to developcourses." "Pay them properly for the student work load.Actually my community college already does that!" "Money oradjusted work hours." "Release time to develop and updatecourses and lower enrollments." Combination-delivery faculty alsoconveyed a need for recognition of the contributions they are making tostudent learning and a freedom to develop new methods of distanceteaching. "Explore different courses that could be offered asdistance learning. Encourage faculty to use technology.""Encourage more freedom to experiment with methodology.""Emphasize the benefits to students who can't attend campuscourses. Also recognize the work of faculty who do participate. We areoften made to feel as though we are not actually working because we maynot be on campus as much. However, the work never ends." "Moresupport and rewards and encouragement and appreciation andrecognition." "Combination-delivery faculty" also expressed a need tocap enrollments of large classes, count small classes as a full class(sometimes distance classes allow faculty to consolidate ConsolidateTo combine the assets, liabilities, and other financial items of two or more entities into one.Notes:This term is generally used in the context of consolidated financial statements. small sectionsat each of the five campuses into one course), and achieve a balance ofcampus and distance office hours. "Support development. Count smallenrollment as full course if unique student opportunities areprovided." "Smaller class sizes and flexibility with campusoffice hours." Another area about which faculty expressed concernis the rolling admission policy that allows students to begin distancecourses at any time. "Do away with rolling admissions." When "combination-delivery faculty" were asked ifadditional rewards would affect their decision to continue theirparticipation in distance education only 20% replied that rewards wouldhave had no effect on their involvement in distance learning. "Itwould not matter. I love distance education and classroomteaching." "Since it wasn't was��n't?Contraction of was not.wasn'twas notwasn'tbe my idea to do it, the rewardswouldn't make much difference." "I'm I'm?Contraction of I am.Our Living Language Speakers of some scattered varieties of American English sometimes use I'm instead of I've or I have in present perfect constructions, as in alreadymotivated to continue with distance education so new rewards would notchange my attitude." "For me I have other motivations toparticipate." Five division chairs expressed that release time for coursedevelopment would have been the most appropriate type of reward forfaculty who engage in distance education. However, division chairs donot have the authority to grant release time to faculty, only provostsat each campus can grant these requests. Two division chairs commentedthat faculty who participate in distance education should be givenaccess to support staff, training, have a decrease in work load, and begiven stipends to develop courses. One division chair was uncommittedand another did not support any different rewards for faculty whoparticipate in distance education. Division chairs were equally dividedon the effect rewards would have upon their decision to participate indistance education. Half of the chairs replied that it would have apositive effect, while the other half said that rewards would not haveany effect upon their involvement in distance learning. DISCUSSION The data collected from this study reinforced the findings ofTaylor and White (1991), Dillon et al., (1991); Johnson and Silvernail,(1990); Clark et al., (1985); Betts, (1998) that faculty who teachdistance courses are largely motivated by intrinsic factors. Classroomfaculty expressed a resistance to change their method of course deliverywhile both groups of distance faculty were motivated to participate indistance education by their need for change in their delivery andapproach to teaching. "Classroom faculty" still questioned thequality of distance education (i.e., the learning that is experienced,the teaching that takes place, and the kind of interaction that occursbetween students and faculty). Many "classroom faculty" alsocommented on the need for face-to-face interaction with their studentsin order for learning to take place. Throughout the responses from"distance-only faculty," "combination-deliveryfaculty" and "classroom faculty," it appeared as thoughall three groups allowed their teaching philosophy to guide theirdecision of whether or not to participate. If they believed thatdistance education could provide an environment conducive con��du��cive?adj.Tending to cause or bring about; contributive: working conditions not conducive to productivity.See Synonyms at favorable. to learning,they would participate regardless of the rewards available. However, ifthey perceived distance education as being counter to their valuestoward education, they would not participate. IMPLICATIONS FOR FUTURE RESEARCH As the demand increases for distance courses colleges will eitherhave to allocate To reserve a resource such as memory or disk. See memory allocation. resources for recruiting faculty to teach coursesthrough distance education, or simply include teaching through distanceas part of a regular teaching contract. This study can only begeneralizable gen��er��al��ize?v. gen��er��al��ized, gen��er��al��iz��ing, gen��er��al��iz��esv.tr.1. a. To reduce to a general form, class, or law.b. To render indefinite or unspecific.2. to community colleges that enroll TO ENROLL. To register; to enter on the rolls of chancery, or other court's; to make a record. 35,000 to 40,000students. Future studies should examine the following: * How colleges have integrated distance education into the collegemission, the proportion of the budget that is allocated to distanceeducation and how distance education is administratively housed andstructured within the college. * The reward structures currently in place at other communitycolleges for faculty who teach distance education * Practices currently in place at other community colleges thatenable them to recruit RECRUIT. A newly made soldier. and retain distance faculty * The number of courses that constitute a full teaching load andany differences that exist between the teaching load of faculty whoteach traditional classroom courses and those faculty who teach coursesthrough distance education.Table 1. Divisions in Which Classroom Faculty Respondents Teach Liberal Arts Math, Science Business &Faculty Group Division & Engineering Technologies"Classroom Faculty" 32% 24% 16.5%"Combination-Delivery 35% 18% 39%Faculty""Distance-only faculty" 43% 14% 43%Division Chairs 15% 31% 23% Visual & Social Health PerformingFaculty Group Sciences Technologies Arts Nursing"Classroom Faculty" 11.2% 8% 6% 2%"Combination-Delivery 0% 6% 0% 0%Faculty""Distance-only faculty"Division Chairs 15.5% 8% 7%Table 2. Course Loads by Faculty Type Average Number of Average Number of Classroom DistanceFaculty Group Courses Taught Courses Taught"Classroom Faculty" 4.35 0"Combination-DeliveryFaculty" 3.5 2.25"Distance-Only Faculty" 3 0Table 3. Years of Faculty Participation in Distance Education Mean Number of Over 10 Years of Years Teaching Experience TeachingFaculty Group Via Distance Education Via Distance Education"Combination-Delivery Faculty" 5 years 28%"Distance-OnlyFaculty" 5 years 44% 6 to 9 Years of 2 to 5 Years of Experience Teaching Experience TeachingFaculty Group Via Distance Education Via Distance Education"Combination-Delivery Faculty" 17% 33%"Distance-OnlyFaculty" 28% 28%Table 4. Percentage of Faculty Who Have Received Distance EducationTraining and Their Interest in Further Training Have Received Interested in Further DistanceFaculty Group Training Training"Classroom Faculty" 16% 7%"Combination-DeliveryFaculty" 56% 31%"Distance-Only Faculty" 43% 43%Table 5a. The Means of the Responses from "Distance-Only Faculty" tothe Question, "To What Degree Do These Factors Motivate You toParticipate in Distance Education" StandardMotivating Factors Means DeviationsMore flexible working conditions 5.0 .00Intellectual challenge of distance education 4.71 .49Ability to reach new audiences who can't attend 4.57 .53campus based classesOpportunity to develop new ideas for courses 4.43 .53Personal motivation to use technology 4.29 1.11Opportunity to teach a course in an "asynchronousenvironment" 4.29 .76Opportunity to work with course designers, distanceeducation instructors andtechnologists to develop and deliver distancecourses. 4.14 .69Opportunity to improve classroom teaching throughdistance education participation 3.86 1.07Opportunity to diversify program offerings 3.71 1.25Extent to which distance education would provideopportunities for career exploration andexpansion. 3.71 1.38Receiving a stipend for distance educationparticipation 3.57 1.51Technical, administrative and clerical support 3.57 1.40Change in faculty role from being a knowledgeprovider to a facilitator 3.57 1.72Increase in salary 3.43 1.62Recognition and rewards from college 3.4 1.27Support from division chair 3.43 1.13Strengthened job security 3.29 1.70Release time 3.14 1.57Reduced Teaching load 3.14 2.04Provision of distance training by the college 3.14 1.21Support from departmental colleagues 3.00 1.41Protection of Intellectual Property Rights 3.00 1.63Royalties from Intellectual Property Rights 2.86 1.57Table 5b. The Means of the Responses from "Combination-Delivery Faculty"to the Question, "To What Degree Do These Factors Motivate You toParticipate in Distance Education" StandardMotivating Factors Means DeviationsMore flexible working conditions 4.22 1.35Personal Motivation to use technology 3.98 1.45Opportunity to develop new ideas for courses 3.96 1.28Intellectual challenge of distance education 3.82 1.45Ability to reach new audiences who can't attendcampus based classes 3.79 1.32Credit toward promotion and tenure 3.74 1.65Release time 3.64 1.60Support from Division Chair 3.49 1.51Extent to which distance education would provideopportunities for career exploration and expansion 3.48 1.46Increase in salary 3.47 1.69Receiving Stipend for distance educationparticipation 3.47 1.62Opportunity to improve classroom teaching throughdistance education participation 3.47 1.51Opportunity to diversify program offerings 3.40 1.42Technical, administrative and clerical support 3.37 1.48Reduced Teaching Load 3.33 1.68Grants for materials and expenses 3.31 1.38Merit Pay 3.29 1.76Strengthened job security 3.25 1.66Opportunity to work with course designers, distanceeducation instructors and technologists to developand deliver distance courses. 3.23 1.32Protection of Intellectual Property Rights 3.22 1.54Recognition and rewards from college 3.18 1.47Royalties on copyrighted materials 3.15 1.59Provision of distance training by the college 3.14 1.52Support from department colleagues 3.12 1.39Change in faculty role from being a knowledgeprovider to a facilitator 3.02 1.42Visibility for jobs at other colleges anduniversities 2.94 1.39Creating support systems to retaindistance faculty 2.89 1.45College expectation that faculty participate indistance education. 2.88 1.51Opportunity to teach a distance course in anasynchronous environment 2.85 1.40Opportunity to teach a distance course in asynchronous environment 2.74 1.33Table 5c. The Means of the Responses from "Classroom Faculty" to theQuestion, "To What Degree Do These Factors Motivate You to Participatein Distance Education" StandardMotivating Factors Means DeviationsIncrease in salary 3.59 1.69Ability to reach new audiences who can't attendcampus based classes 3.59 1.50More flexible working conditions 3.57 1.54Receiving a stipend for distance educationparticipation 3.48 1.61Motivation to use Technology 3.47 1.56Release time 3.41 1.61Opportunity to improve classroom teaching throughdistance education participation 3.41 1.71Provision of distance training by the college 3.31 1.42Merit Pay 3.30 1.57Technical, administrative and clerical support 3.37 1.38Intellectual challenge of distance education 3.39 1.48Opportunity to develop new ideas for courses 3.39 1.39Reduced Teaching Load 3.35 1.60Support from Division Chair 3.35 1.42Grants for materials and expenses 3.23 1.39Opportunity to diversify program offerings 3.22 1.39Strengthened job security 3.15 1.62Credit toward promotion and tenure 3.15 1.53Protection of Intellectual Property Rights 3.14 1.46Royalties on copyrighted materials 3.10 1.53Recognition and rewards from college 3.07 1.45Extent to which distance education would provideopportunities for career exploration and expansion 3.05 1.43Opportunity to work with course designers, distanceeducation instructors and technologists to developand deliver distance courses. 3.04 1.39Support from department colleagues 2.99 1.34Change in faculty role from being a knowledgeprovider to a facilitator 2.86 1.47Opportunity to teach a distance course in anasynchronous environment 2.78 1.04Creating support systems to retain distance faculty 2.76 1.41College expectation that faculty participate indistance education. 2.71 1.44Visibility for jobs at other colleges anduniversities 2.65 1.36Opportunity to teach a distance course in anasynchronous environment 2.58 1.28Table 5d. The Means of the Responses from Division Chairs to theQuestion, "To What Degree Do These Factors Motivate You to Participatein Distance Education" StandardMotivating Factors Means DeviationsReceiving a stipend for distance educationparticipation 4.54 .66Increase in salary 4.46 .88Personal Motivation to use technology 4.23 .73More flexible working conditions 4.15 .69Grants for materials and expenses 4.08 .95Support from Division Chair 4.08 .76Ability to reach new audiences who can't attendcampus based classes 3.92 .64Technical, administrative and clerical support 3.92 .86Release time 3.92 .95Provision of distance training by the college 3.85 .69Intellectual challenge of distance education 3.77 .44Opportunity to develop new ideas for courses 3.77 .73Support from department colleagues 3.62 .65Royalties on copyrighted materials 3.54 1.20Reduced Teaching Load 3.54 1.51Merit Pay 3.46 1.33Opportunity to diversify program offerings 3.46 .52Opportunity to improve classroom teaching throughdistance education participation 3.46 .88Recognition and rewards from college 3.46 .78Protection of Intellectual Property Rights 3.38 1.12Strengthened job security 3.31 1.11Credit toward promotion and tenure 3.23 1.17Opportunity to work with course designers, distanceeducation instructors and technologists to developand deliver distance courses. 3.23 1.17Visibility for jobs at other colleges anduniversities 3.15 .55Extent to which distance education would provideopportunities for career exploration and expansion 3.08 .64Opportunity to teach a distance course in anasynchronous environment 3.08 .64College expectation that faculty participate indistance education. 3.00 .58Change in faculty role from being a knowledgeprovider to being a facilitator 2.92 1.26Creating support systems to retain distance faculty 2.92 1.04Opportunity to teach a distance course in asynchronous environment 2.62 .96 REFERENCES Astin, A. 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For other uses, see NVCC (disambiguation).Northern Virginia Community College (NVCC), comprising several locations in the Virginia suburbs of Washington, D.C. , USA;MICHAEL CORRY Corry could refer to: Corry, Pennsylvania, United States Corry, County Leitrim, Ireland See alsoCory, a common name , GEORGE WASHINGTON UNIVERSITY, USA E-MAIL e-mail:see electronic mail. e-mailin full electronic mailMessages and other data exchanged between individuals using computers in a network. : loquinn@nvcc.edu See .edu. (networking) edu - ("education") The top-level domain for educational establishments in the USA (and some other countries). E.g. "mit.edu". The UK equivalent is "ac.uk".