Portal de Periódicos da CAPES

Administrators' Attitudes toward Web-Based Instruction across the UT System.

2007; Volume: 10; Issue: 4 Linguagem: Inglês

1556-3847

James N. Olson, Douglas F. Hale,

Online and Blended Learning

Academic administrators play a critical role in supporting and otherwise encouraging faculty to participate in web-based learning. In the fall of 2000, administrators at five academic institutions in the University of Texas System were surveyed concerning their attitudes on web-based learning. Administrators were defined as Chairs, Deans, and Vice Presidents for Academic Affairs/Provosts of academic units. In fall 2006 the survey was repeated at the same academic institutions who participated in the first survey in order to determine what changes have occurred. Overall the administrator’s perceptions are positively inclined toward Web-based instruction. They believe that high quality learning can take place in Web-based courses and they are interested in increasing Web-based instruction. The majority of administrators agreed that students were genuinely interested in Web-based courses, and they almost unanimously agreed that Web-based instruction can overcome students’ traveling and scheduling barriers. On the other hand, administrators were concerned about the amount of time Web-based courses demand of faculty, as well as issues of academic dishonesty and students’ self-discipline. Suggestions for the future were offered. Administrators’ Attitudes Toward Web-based Instruction Across the UT System The standard view of Web-based learning is of a system of instruction involving a faculty member teaching and students learning with the World Wide Web as the principle means of content delivery and faculty-student interaction. In fact, however, the success of distance learning education relies upon several important human factors beyond the students and the instructors, for example, technical staff, instructional technicians, and, of course, administrators. Academic administrators play a critical role in supporting and otherwise encouraging faculty to participate in Web-based learning. However, despite the apparent increasing support for distance education nationwide, the resources necessary to support such endeavors is substantial for each institution. Clearly such support in terms of resources is broad and goes beyond the baseline support needed to assist faculty in designing and sustaining Web-based courses, solve technical problems for students and faculty alike, and provide faculty incentives, for each campus must also provide computer access and technical assistance for its students—and the infrastructure and maintenance capabilities to at least sustain distance learning activities, and preferably to keep pace with technical advances. Six years ago (fall of 2000), administrators at five academic institutions in the University of Texas System were surveyed concerning their attitudes on Web-based learning. Over the last six years, the growth in the number of Web-based courses and programs has been explosive so that significant number of students and faculty are involved and, at least for students, Web-based learning experiences have become commonplace. In fall 2006 the survey was repeated at the same five academic institutions who participated in the first survey in order to determine what changes had occurred, if any. Answers were sought to the following general questions: (1) How do administrators view Web-based course delivery and how do they perceive faculty and student interest and skill levels?; (2) What do administrators perceive to be the major advantages of Web-based instruction?; (3) What do administrators perceive to be the major disadvantages of Web-based instruction; (4) How do administrators view their institution’s contributions to the success of Web-based instruction?; (5) What do administrators believe to be the impact of, and future of, Web-based instruction for their campus, and for themselves; and (6) What incentives are available for faculty to undertake Web-based instruction at their institution? Information received from these administrators regarding their attitudes and the challenges of Web-based instruction may be useful for improving the quality, magnitude and support of Web-based education initiatives