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.
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.
| Identifer | oai:union.ndltd.org:nova.edu/oai:nsuworks.nova.edu:gscis_etd-1074 |
| Date | 01 January 2013 |
| Creators | Al Salman, Sami |
| Publisher | NSUWorks |
| Source Sets | Nova Southeastern University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | CEC Theses and Dissertations |
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