Abstract
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.
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