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PEDAR: Executive Summary Distance Education Instruction by Postsecondary Faculty and Staff: Fall 1998
Instructional Faculty and Staff Teaching For-Credit Distance Classes
Workload and Compensation
Student/Faculty Interaction
Changes in tutition and other revenue sources over time
Research Methodology
Full Report (PDF)
Executive Summary (PDF)
Other Findings

There is some evidence that faculty teaching distance classes are more "wired" than their counterparts not teaching such classes. Internet access and the quality of institutional computing resources were associated with whether faculty taught any non–face-to-face classes. As described above, those faculty who taught distance classes exchanged more e-mail with their students. They were also more likely to use class-specific websites. These results are consistent with the expansion of modes of distance education that take advantage of recent developments in advanced telecommunications.

Relatively few differences were found between faculty teaching distance classes and their colleagues not doing so in terms of other factors explored in this study. For example, there were few differences in the use of various assessment practices, and in job satisfaction and opinions about the institutional climate in which faculty members worked. In fact, despite carrying larger teaching loads, faculty who taught any distance classes were just as likely, and in some cases more likely, to indicate that they were very satisfied with their workload, compared with faculty teaching only traditional classes.

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