Anasayfa







Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Has Training Helped?-Early-Entry Faculty Members` Attitudes and Views About Their Potential Contribution to Newly Established Distance Learning Programmes: The Muğla University Case
Müge ADNAN
Muğla University

Nurhayat KAPUCU
Muğla University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Has Training Helped?-Early-Entry Faculty Members` Attitudes and Views About Their Potential Contribution to Newly Established Distance Learning Programmes: The Muğla University Case
Müge ADNAN
Muğla University

Nurhayat KAPUCU
Muğla University
Abstract :

Muğla University is starting two distance education programmes in Business Administration and Hospitality Management in autumn 2012 for graduates of 2-year vocational schools who would like to complete their four year undergraduate degree. In addition to the earlier course-based online learning activities, these two programmes are the first large scale distance education initiatives of the institution, for which a planned and systematic process is being followed. Parallel to the establishment of the technical and organisational infrastructure, the university has provided all academicians, who will teach these two programmes, with a dedicated in-service training programme on ‘e-instructing’. The training is given by a national university in Turkey as a certificate programme that includes several subjects ranging from online pedagogy to instructional design, from copyright issues to the use of specific software.

This study aims to examine the attitudes of these academicians towards distance learning, as well as the potential contribution they believe they can make to a distance learning programme. As part of an institution-wide survey being administered to all academicians at all levels, 42 early entry academicians were requested to complete a questionnaire comprised of basic data about their current computer and internet usage, an attitude scale, and areas to which they feel they may contribute during the process of distance learning. The attitude scale and the scale regarding their potential contribution were re-applied following completion of their 6-week intensive course, in order to observe whether their attitudes towards distance learning have changed during the course of the programme and also whether they now feel more or less competent to make a contribution to distance learning programmes.

Well qualified, committed and actively involved faculty members are crucial for creating high quality distance learning programmes. This is particularly important since distance learning programmes require new technical and pedagogical skills, intensive planning, and most importantly, the creation and eff ective delivery of instruction. Without the commitment of qualified faculty members, it is simply not possible to provide high quality, resourceful and well organised distance learning programmes. This study aims to highlight possible changes, if any, in early entry faculty’s attitudes towards and their potential contributions to distance learning activities, who can later serve as mentors to assist the professional development of other faculty members for future distance learning activities.

Keywords : distance education, faculty attitudes, faculty commitment
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