Title

Teaching Community College Faculty Members On The Internet

Abstract

This article details the experiences of a university professor and former community college president in teaching World Wide Web based graduate courses to faculty members from Florida's community colleges. These courses have provided faculty members from various parts of the state access to advanced educational opportunities. Courses have been particularly relevant to the day-to-day activities of full-time and adjunct teaching faculty members. For those who might be interested in converting traditional courses for Web-based delivery, tips are included on designing course materials and using technical experts. Emphasis is placed on the needs of the learner to maximize the benefits of this type of distance education. The 12 canons for distance learners, which served as guideposts, as community college faculty member-students progressed through the courses are included. Discussion of various course material components provides insight into the need for thoroughness in overall course design. Course evaluation results, which highlight the appreciation of community college faculty member-students for the way in which the courses were conducted, are included. For example, convenience and exibility were ranked highly as positive reasons for taking Web-based courses. Problem areas are also identified. Teaching graduate courses on the Internet to community college personnel has become an important endeavor in Florida. The University of Central Florida has made a commitment to expand the number and types of courses offered in this manner to address the needs of all students. These courses are particularly important to community college faculty members and administrators who may be precluded from taking relevant graduate courses because of geographical or time limitations. Hence, through the magic of the Internet, courses are available at their fingertips. © 2000 Taylor and Francis Group, LLC.

Publication Date

1-1-2000

Publication Title

Community College Journal of Research and Practice

Volume

24

Issue

5

Number of Pages

331-339

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/106689200263944

Socpus ID

85011531722 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85011531722

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