In 1990, two-year colleges nationwide reported that approximately 38% of their faculty were part-time. According to the National Center for Educational Statistics' (NCES) 1999 National Study of Post-Secondary Faculty (NSOPF), this percentage continues to rise, and currently exists at 40% or more in some two-year and four-year institutions. To retain competent, qualified, and successful teachers, it is critical for higher education administrators to determine factors that may contribute to part-time faculty's job satisfaction. This study investigated whether the use of instructional technology for curriculum delivery affected part-time faculty job satisfaction by investigating four specific areas that may be affected. The first component explored whether the use of a technology-based educational delivery system in higher education contributed to overall part-time faculty job satisfaction in and four- year institutions. The second examined whether the use of a technology-based educational delivery system in higher education contributed to the overall job satisfaction of part-time faculty in their first year of teaching. Third, it was the intent of the researcher to determine whether the use of a technology-based educational delivery system in higher education contributed to the overall job satisfaction of part-time male and female faculty. In the fourth component, by applying an adaptation of the Center for the Study of Community Colleges (CSCC) curriculum classification scheme to group teaching fields, the researcher observed whether the use of a technology-based educational delivery system in higher education influenced the overall job satisfaction of part-time faculty in each teaching discipline. The results of this study confirmed in eight of the research questions the notion that the use of instructional technology when teaching had no effect on the overall job satisfaction of part-time faculty. Two areas of statistical significance evolve around the Computer Science and Social Sciences disciplines. Although both null hypotheses were statistically rejected, a closer look at both of these areas demonstrates the need for further understanding of their statistical significance. The results of this study demonstrate that during the moment in time when the 1999 NSOPF survey was conducted, instructional technology may not have been a large enough component in the total package of teaching deliverables to make a measurable difference in job satisfaction (NCES, 2005). This observation applies to most liberal arts teaching disciplines and affects the variables of gender, years of teaching experience, and type of institution equally with little exception.

Целью данной магистерской диссертации является разработка электронного образовательного ресурса в составе информационно-методического обеспечения учебного курса «Инструменты бизнес-планирования». Для достижения поставленной цели были сформулированы следующие задачи:  изучить теоретические основы создания и применения ЭОР в учебном процессе;  исследовать влияние применения ЭОР на качество обучения;  изучить требования к разработке ЭОР УрФУ;  рассмотреть существующие системы для создания и размещения электронных ресурсов;  рассмотреть особенности преподавания информационных дисциплин и разработки для них электронных ресурсов;  изучить современный рынок информационных систем бизнес планирования и провести анализ их возможностей;  выбрать наиболее актуальную ИС для разработки по ней учебного курса;  разработать методические материалы, учебные и контрольные задания для курса;  разместить и провести апробацию ЭОР. Объектом исследования является Уральский федеральный университет, а предметом – ЭОР учебного курса «Инструменты бизнес-планирования». Электронный ресурс прошел апробацию на группе ЭМВ-343434у 3 курса бакалавриата заочной формы обучения направления «Прикладная информатика» в 6-м семестре. В результате, разработка электронного ресурса «Инструменты бизнес-планирования» позволила:  обеспечить курс учебно-методическими материалами;  обеспечить освоение содержания дисциплины на высоком уровне за счет использования современных и актуальных средств обучения. / In modern conditions of Informatization of the universal change and the ways of receiving and perceiving information. Teaching methods must conform to modern realities, so in the teaching process more and more systems that open access to educational and methodical materials. The purpose of this thesis is the development of electronic educational resource in the training course "Instruments of business planning". A problem has been discovered, consisting in the lack of training and methodological support for the course "Tools of business planning" The solution to this problem was to create the model ASIS for the selected course, as well as a comparison of information systems for distance learning and selected the most suitable for the development of an electronic educational resource. The results of the thesis were used in the educational process of the Ural Federal University in the training of students in the field of training "Applied Informatics".