Currently, given the increase of post-secondary distance learning, pressure is being put upon faculty at colleges and universities in New Jersey to create and teach Web-based courses. The primary problem is the lack of a Web-based distance education training strategy for New Jersey's community college faculty. Often, recommendations for faculty training are based on expert judgement, technical managers, or a review of the literature. In contrast, the purpose of this study was to employ a research design using a quantitative survey instrument to determine faculty perceptions of their own Web-based instruction needs. The research problem of conducting a training needs analysis of faculty regarding their own Web-based instruction needs was seen as significant to ensure that professors can meet the challenges imposed by their technologically skilled students. In addition, the design of in-service training requires the cooperation and participation of the faculty. The sample consisted of full-time New Jersey community college faculty with teaching roles. Data was collected with a survey instrument titled "Faculty Self-Assessment of Web-based Professional Development Needs," developed by the researcher. This instrument identified: a) faculty perceptions of their proficiency in web-based instruction knowledge and skill areas; b) perceptions of faculty regarding their own Web-based instruction training needs (software, hardware, and instructional methodologies); c) preferred methods of training delivery (e.g. one-on-one, mentoring, etc); d) faculty perceptions of impediments to implementing Web-based courses; e) faculty preferences for incentives for implementing online classes; and f) faculty interest in implementing only components of distance education technology. Analysis and synthesis of the questionnaires provided answers to the above questions, and a needs-driven statewide Web-based distance education training strategy was developed to meet the needs of a diverse, urban, suburban, and rural population. A panel of expert Web-based teachers, trainers, and administrators validated this plan. Finally, this proactive model in distance education may serve as a national model for other community colleges.
| Date of Award | Jan 1 1999 |
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| Original language | English |
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| Supervisor | Trudy Abraon (Supervisor), Maxine S. Cohen (Advisor) & Steven R. Terrell (Advisor) |
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