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- Academic -- UNF-- Doctor of Education in Educational Leadership; Dissertations (1)
- Academic -- UNF-- Education; Faculty intellectual property; teacher exception; distance education (1)
- Thesis; University of North Florida; UNF; Dissertations (1)
- Thesis; University of North Florida; UNF; Dissertations; Academic -- UNF-- Doctor of Education in Educational Leadership; Dissertations; Academic -- UNF-- Education; faculty motivation; higher education; distance learning; faculty development (1)
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Full-Text Articles in Online and Distance Education
Intellectual Property Policies Concerning Ownership Of Faculty-Created Online Course Materials In Public Higher Education Institutions, Tracey S. Makley
Intellectual Property Policies Concerning Ownership Of Faculty-Created Online Course Materials In Public Higher Education Institutions, Tracey S. Makley
UNF Graduate Theses and Dissertations
The purpose of this study was to identify the key components of the policies that designate ownership of faculty-created online course materials at public higher education institutions that offer distance education in order to establish the key components of those policies and learn how they differ within higher education institutions. The researcher utilized a document analysis procedure with both qualitative and quantitative characteristics to identify the key components of the polices under consideration. The findings of the study demonstrated that there are a wide variety of ownership policies in place, but the content of the policies generally fit into six …
Analyzing The Effect Of Individual Factors And Organizational Context On Faculty Participation In Online Teaching, Deborah F. Miller
Analyzing The Effect Of Individual Factors And Organizational Context On Faculty Participation In Online Teaching, Deborah F. Miller
UNF Graduate Theses and Dissertations
This quantitative study analyzed the influence of individual factors and institutional context on faculty participation in online teaching at public higher education institutions in the United States. Through an ex post facto design, cause and effect relationships were explored using statistical analysis of a large national data set. Variables in the data set directly related to the areas of interest in this study included interest in teaching, student-centered pedagogy, autonomy and control, instructional support, and institutional climate. Factors related to interest in teaching and institutional reward were statistically significant (p