Faculty compensation for teaching and for being trained to teach a course via a media -based distance education system
Abstract
Media-based distance education has been in existence since the early 1900s. The faculty members who teach in media-based distance education are compensated in various ways: course preparation fees, course development fees, grading stipends, overload payments, share in the revenue generated, etc. In some cases; such teaching is considered as part of the teaching load. Some institutions also compensate faculty for participating in training programs designed to teach them how to teach using distance education technologies. However, little has been done to determine exactly what the mix of faculty compensation is and especially how it has changed over the years. Thus, two surveys, consisting of the same survey sent five years apart, were conducted of institutions that belong to one of three consortia: AMCEE (Association of Media-based Continuing Education for Engineers); NTU (National Technological University); and NUTN (National University Teleconference Network). The surveys collected information on compensation for teaching using the following technologies: telecourses, video, audioconferencing, computer conferencing, and audiographics (computer-based or electronic blackboard). These technologies could be used for either credit or non-credit courses. In addition, information was gathered on other types of compensation such as money made available to hire graduate assistants or to purchase equipment. Information was also obtained about training programs available and the compensation awarded for participation in such programs. The results of each survey are given in order to provide data from a large sample size on the various types of compensations awarded. Using Rogers' model of the diffusion of innovations, analysis was completed to see what changes had occurred over the five-year period in order to determine if the distance education innovations have followed the developments in compensation that other innovations have. The findings of this study support some elements of the model of the diffusion of innovations. However, there is not strong evidence that institutions have consistently followed the diffusion model. Additional areas for research are suggested.
Degree
Ph.D.
Advisors
Newby, Purdue University.
Subject Area
Teacher education|Educational software|School administration
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