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Instructional support for distance education among higher education institutions
DISSERTATION

, Utah State University, United States

Utah State University . Awarded

Abstract

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.

Citation

Lee, J. Instructional support for distance education among higher education institutions. Ph.D. thesis, Utah State University. Retrieved November 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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