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Time Drivers for Faculty Leading Online Courses
PROCEEDINGS

, Syracuse University, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This presentation reports findings of the Syracuse University Mellon Foundation Cost Effective Use of Technology in Teaching (CEUTT - http://www.ceutt.org) study. The focus of the study was on the effects of e-collaboration on faculty and students. The focus here is on time demands placed on faculty. An evaluation of the various forms of e-collaboration involved word counts, frequency of participation, indicators of reflective activity, and time spent. Outcome measures included grades and course evaluations. The major finding with regard to students was that the form of e-collaboration did not effect outcomes or attitudes or time spent. This was not true for faculty, as faculty spent a great deal of time reading email messages and discussion forum postings. The courses were quite different (different subject matter, different level of students, different types of students), and individual instructors determined when it was most appropriate to apply the specific treatment conditions.

Citation

Spector, J.M. (2003). Time Drivers for Faculty Leading Online Courses. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3128-3131). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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