Faculty’s Education Impact on Distance Learning
In the past few years since distance education has become a viable option for institutions of higher education, the amount of distance education literature regarding the associated teaching conditions for faculty has flourished (Liyanagunawardena, Williams, & Adams, 2013). However, controversies have arisen as to the quality of DL provided by these institutions. Potential students are suspicious of distance learning because courses are often offered by divisions of extended studies or continuing education (Maguire, 2013). There is further controversy because many of these DL classes are taught by adjunct faculty or instructors who have not earned doctoral degrees. Therefore, many individuals have concluded that online education programs are left outside of formal faculty structures that have traditionally had oversight for instructional course quality (Maguire, 2013). Both proponents and opponents have expressed concern about the quality of DL. Opponents view online education as inferior, see it as a substitute for the traditional ...
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...ion is not merely uploading teaching material, receiving/sending e-mails, and posting discussion topics but an arena for an interactive, deep, collaborative, and multidimensional thinking and learning environment (Sun & Rueda, 2012).
DL is an innovative approach for delivering classroom instruction to students. Institutions that offer DL courses face many challenges that include the quality of that education. Issues have also been raised about educators providing quality education to learners. The success of a quality education depends on the educators’ ability to effectively interact with students. The caliber of the DL instructor will continue to be gauged by the quality of the course and the institute offering it. Successful outcomes for educators will be guided by good policy, training experiences, and expectations set forth by the institution.
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