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Part-Time Faculty Job Satisfaction: A Study Of The Influence Of Instructional Technology On Part-Time Faculty In Post-Secondary Institutions, John P. Kurnik
Part-Time Faculty Job Satisfaction: A Study Of The Influence Of Instructional Technology On Part-Time Faculty In Post-Secondary Institutions, John P. Kurnik
USF Tampa Graduate Theses and Dissertations
In 1990, two-year colleges nationwide reported that approximately 38% of their faculty were part-time. According to the National Center for Educational Statistics' (NCES) 1999 National Study of Post-Secondary Faculty (NSOPF), this percentage continues to rise, and currently exists at 40% or more in some two-year and four-year institutions. To retain competent, qualified, and successful teachers, it is critical for higher education administrators to determine factors that may contribute to part-time faculty's job satisfaction. This study investigated whether the use of instructional technology for curriculum delivery affected part-time faculty job satisfaction by investigating four specific areas that may be affected. The …
Goal Conflicts, Self-Regulation, And Course Completion: A Comparison Of Web-Based Learners To Traditional Classroom Learners, Barbara Moore
Goal Conflicts, Self-Regulation, And Course Completion: A Comparison Of Web-Based Learners To Traditional Classroom Learners, Barbara Moore
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to examine the goal conflicts, self-regulation, and course completion of post-secondary learners and to compare these factors in distance and traditional learners. Participants completed a self-report survey given on-line to those who had Internet access and administered in paper format to students in traditional classrooms. Procrastination, socializing, and employment were the most common goal conflicts reported by participants. Significantly more web-based students than traditional students were employed and were employed more average hours. Web-based students also had more children under the age of 12 than did traditional students. A significantly greater percentage of web-based …
Preservice Teachers' Responses To An Interactive Constructivist Model For Web-Based Learning, Cherry O. Steffen
Preservice Teachers' Responses To An Interactive Constructivist Model For Web-Based Learning, Cherry O. Steffen
USF Tampa Graduate Theses and Dissertations
College and university teacher education programs are not, and should not be, exempt from the growing demand for distance education opportunities. Science teacher education is no exception to this growing demand. While there are some distance-learning courses and even complete programs for teacher education, the majority of these are offered as continuing education or post-graduate education opportunities. The number of programs offered specifically in science teacher education (either undergraduate or post-graduate) is extremely limited. Those distance-learning classes that are available for teacher education rarely reflect the instruction expected from teachers by the National Science Education Standards when they enter the …