Information and Training Needs of Agricultural Faculty Related to Distance Education

Miller, Greg; Carr, Ana Ramírez

doi:10.4148/1051-0834.1417

Cited by 12 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The teaching environment is one in which distance education instructors often must adapt teaching styles, develop an understanding of the delivery technology, and function effectively as a skilled facilitator and content provider (Willis, 1995a). Agricultural faculty recognize that the distance education environment is different and have expressed interest in information and training in the areas of teaching techniques, models of effective teaching, principles of teaching, and designing instruction (Miller & Carr, 1997).…”

Section: Introductionmentioning

confidence: 99%

Learning Strategies for Distance Education Students

Pilcher¹,

Miller²

2000

JAE

Self Cite

View full text Add to dashboard Cite

The purpose of this article was to identify a potentially useful theoretical framework to classify learning strategies and to determine specific learning tactics that may be useful in a distance education environment. Although a variety of taxonomies describe and classify student learning, McKeachie, Pintrich, Lin, and Smith (1986) proposed a taxonomy that encompasses the cognitive, metacognitive, and resource management aspects of learning. In this article, this model served as the theoretical framework to further identify specific learning tactics that may be useful in a distance education environment. In terms of specific cognitive strategies, note-taking was the only tactic found to distinguish between achievement levels. Metacognitive strategies including planning, monitoring, and self-regulation distinguished between achievement levels of students. Resource management strategies such as learning schedules, quality studying, motivation, and communicating with the instructor also distinguished between achievement levels of students. Although several specific tactics have been identified aspredictors of student success, a paucity of research involving adult students in distance education environments was prevalent. Thus, research is needed to test experimentally the proposed theoretical framework and specific learning tactics in a distance education environment.

show abstract

Section: Introductionmentioning

confidence: 99%

Learning Strategies for Distance Education Students

Pilcher¹,

Miller²

2000

JAE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Addressing this issue, several recent studies suggest that lower nonresponse rates do not necessarily indicate nonresponse bias in survey results (Groves, 2006;Curtin, Presser & Singer, 2000;Keeter, et al, 2000;Merkle & Edelman, 20020). Miller and Carr (1997) address this on the basis of the contention that those who responded were the actual target audience for the study and are therefore more valuable and accurate than nonrespondent responses would be. According to the American Association for Public Opinion Research Research (AAPOR), studies on the topic show that the least bias may actually come from surveys with lower response rates, due to potential self selection bias in surveys with higher "cooperation rates."…”

Section: Methodsmentioning

confidence: 99%

Journal of Applied Communications vol. 95(1) Full Issue

Lundy¹

2011

Journal of Applied Communications

View full text Add to dashboard Cite

“…In 1995, Murphy and Terry pOinted out that although the sender of information is a critical factor in the communications model, in distance education research, the "sender" (i.e., the faculty instructor), has been largely neglected. Miller and Carr (1997) argued that due to the unique characteristics of distance learning, professional development of faculty to teach at a distance was an important challenge of higher education in agriculture. Since that time, however, the evolution of new education technologies, including on-line distance education, combined with the growth and expansion of distance education programs at agricultural institutions of higher learning, has made it even more important to assess the 2 Journal of Applied Communications, Vol.…”

Section: Introductionmentioning

confidence: 99%

Planning for the Next Wave: Assessing Current Faculty Distance Education Training and Development Needs

Irani¹,

Telg²

2001

Journal of Applied Communications

View full text Add to dashboard Cite

As part of a strategic effort to enhance support services for faculty engaged in distance education, a descriptive study was conducted to assess the perceived distance education training and development needs of faculty members at a southern region land-grant university. Results of the study indicated that those who responded felt distance education training should be conducted in a traditional format, such as a prescribed course or set of training materials, and that the best I• format would be self-paced training or a combination of formal, informal, and self-paced training. Respondents were almost evenly split on whether training should be mandatory or voluntary for faculty teaching distance education courses.

show abstract

Information and Training Needs of Agricultural Faculty Related to Distance Education

Cited by 12 publications

References 0 publications

Learning Strategies for Distance Education Students

Learning Strategies for Distance Education Students

Journal of Applied Communications vol. 95(1) Full Issue

Planning for the Next Wave: Assessing Current Faculty Distance Education Training and Development Needs

Contact Info

Product

Resources

About