The perception of Tennessee State University educators on the influence of online education on traditional education
Abstract
This study examined the perceptions of Tennessee State University faculty and academic administrators as to the transference of good teaching practices developed from teaching online to subsequent teaching experience in the traditional classroom. The population was all academic administrators and faculty members during the summer semester of 2006. The significant findings of the study were: A statistically significant positive relationship was found between each of the scales of student-faculty contact, student-student cooperation, active learning, prompt feedback, time-on-task, high expectations, respect for diverse talents and learning styles, obvious technology related questions and the overall scale of good practice. Female educators were found to have statistically significant higher perceptions of transference of teaching practices from the online environment to the traditional environment than males for the overall scale of good practice and for all subscales. A statistically significant difference was found in perceptions based on ethnicity for the subscale of time-on-task and high expectations. A statistically significant difference was found in perceptions based on academic unit for the overall scale of good practice and for all subscales. A statistically significant difference was found in perceptions based on experience teaching a fully online class within the previous year for the overall scale of good practice and for the subscales student-student cooperation, active learning, prompt feedback, high expectations, respect for diverse talents and learning styles, and obvious technology related with experienced educators having a higher perception of transference than those who had not taught a fully online class within the previous year. Recommendations of the study were: Tennessee State University should encourage sharing of ideas across academic disciplines through regularly scheduled symposia. A quantitative study of the influence of participation in distance education on tenure and promotion decisions is needed to clarify actual practice. Tennessee State University should consider a revision of its institutional policy on tenure and promotion to reflect the current Tennessee Board of Regents policy. Tennessee State University should continue to provide support for the increasing use of web-enhanced courses and should encourage all academic administrators and faculty to experience teaching at least one fully online class.
Subject Area
Curriculum development|Educational technology
Recommended Citation
John R. St.Clair,
"The perception of Tennessee State University educators on the influence of online education on traditional education"
(2006).
ETD Collection for Tennessee State University.
Paper AAI3222588.
https://digitalscholarship.tnstate.edu/dissertations/AAI3222588