<p> The enormous growth of online learning creates the need to develop a set of standards and guidelines for fully online programs. While many guidelines do exist, web-based programs still fall short in the recognition, adoption, or the implementation of these standards. One consequence is the high attrition rates associated with web-based distance learning programs. This poor outcome has a negative impact on the perceived quality of these programs which in turn limits the resources that are made available to academic institutions for implementation. Faculty plays a significant role in this dilemma. While academic administrators strive to enhance their online offerings for a number of reasons, faculty are faced with a number of barriers that deter them from adapting to this mode of delivery. </p><p> This report outlines how an in-depth analysis of these barriers was carried out. A mixed research synthesis design approach known as metasummary was used to synthesize the quantitative, qualitative, and mixed research studies that address the issue. The outcome of the synthesis was a set of solutions and recommendations that can be used to increase faculty buy-in and ownership of online learning. Regulatory bodies responsible for accrediting distance programs can benefit from these recommendations by including specific guidelines that explicitly consider the level of faculty satisfaction as a measurement of effectiveness when evaluating fully online programs.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3565063 |
| Date | 01 August 2013 |
| Creators | Al-Salman, Sami M. |
| Publisher | Nova Southeastern University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0844 seconds