Navigating Distance and Traditional Higher Education: Online faculty experiences

The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal...

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Autores principales:	Alice G. Yick, Pam Patrick, Amanda Costin
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2005
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/03ed11ada62a498184b2e8933b2227b4
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spelling	oai:doaj.org-article:03ed11ada62a498184b2e8933b2227b42021-12-02T18:03:26ZNavigating Distance and Traditional Higher Education: Online faculty experiences10.19173/irrodl.v6i2.2351492-3831https://doaj.org/article/03ed11ada62a498184b2e8933b2227b42005-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/235https://doaj.org/toc/1492-3831The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members’ experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia. Key words: distance education, online education, online faculty experiences, academia, tenureAlice G. YickPam PatrickAmanda CostinAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 6, Iss 2 (2005)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Alice G. Yick Pam Patrick Amanda Costin Navigating Distance and Traditional Higher Education: Online faculty experiences
description	The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members’ experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia. Key words: distance education, online education, online faculty experiences, academia, tenure
format	article
author	Alice G. Yick Pam Patrick Amanda Costin
author_facet	Alice G. Yick Pam Patrick Amanda Costin
author_sort	Alice G. Yick
title	Navigating Distance and Traditional Higher Education: Online faculty experiences
title_short	Navigating Distance and Traditional Higher Education: Online faculty experiences
title_full	Navigating Distance and Traditional Higher Education: Online faculty experiences
title_fullStr	Navigating Distance and Traditional Higher Education: Online faculty experiences
title_full_unstemmed	Navigating Distance and Traditional Higher Education: Online faculty experiences
title_sort	navigating distance and traditional higher education: online faculty experiences
publisher	Athabasca University Press
publishDate	2005
url	https://doaj.org/article/03ed11ada62a498184b2e8933b2227b4
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Navigating Distance and Traditional Higher Education: Online faculty experiences

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