Instructional support for distance education among higher education institutions
June Lee, Utah State University, United States
Utah State University . Awarded
Instruction at a distance differs from its traditional classroom counterpart in many ways. Faculty members who teach at a distance need instructional support. Numerous studies of higher education institutions have consistently identified differences between administrator and faculty perceptions of their institutions. Researchers of organizational behavior have found that individuals' perceptions of how their organization supports their work highly influences their job motivation and commitment. In turn, motivation and commitment lead to improved work performance. Using a survey, the present study examined the perceptual differences between administrators and the faculty members in the context of instructional support regarding distance education, and whether instructional support has a relationship to faculty motivation, commitment, and satisfaction in relation to distance teaching. Findings indicated that the faculty members perceived that the current instructional support from their own institutions was not enough. Faculty motivation and commitment toward distance teaching were higher in the institutions with well-provided instructional support.
Lee, J. Instructional support for distance education among higher education institutions. Ph.D. thesis, Utah State University.
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Cited ByView References & Citations Map
Naglaa Ali, Minia University, Egypt; Ussama Kassem, ERP AED - USAID, Egypt
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1568–1572
Carol Helton, Regents Online Degree Program, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 412–413
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