Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education
Advisor
Michael Simonson
Committee Member
Jared Bucker
Committee Member
Maryellen Maher
Keywords
academic standards, accrediting bodies, benchmarking, collaborative learning, community colleges, Council of Regional Accrediting Commissions, CRAC, data analysis, descriptive research, distance education, faculty implementation, faculty-student interaction, higher education, IHEP, instructional technology, Internet-based teaching, learning outcomes, modular learning, New River Community College, NRCC, online courses, online learning, Phipps, quantitative research, student perceptions, survey research, technology use, web based instruction, web-based learning, web-based teaching
Abstract
The purpose of this applied dissertation was to evaluate existing benchmarks related to Internet-based teaching and learning. The study also assessed the extent to which faculty at a small community college implemented the benchmarks for Internet-based teaching and learning. In response to the need for benchmarks, accrediting bodies, like the Council of Regional Accrediting Commissions (CRAC), have established standards for the evaluation of distance education programs and institutions. These standards, however, are limited in number and scope.
This study employed a multi- method quantitative descriptive design to identify the benchmarks for Interne t-based teaching and learning. Using a benchmarking process as a conceptual framework, this study evaluated benchmarks related to Internet-based teaching and learning and examined the extent to which faculty at New River Community College (NRCC) implemented the benchmarks. Using the existing IHEP survey instrument used by Phipps & Merisotis (2000) as a basis, a survey was designed and administered to approximately 25 faculty and a sample of 250 students.
Faculty and student respondents involved in this study considered a number of benchmark items on the survey to be important. Data analysis also indicated that faculty implemented many of the benchmarks that they perceived to be important. The most highly rated benchmarks, according to faculty and students, were related to faculty student interaction, modular learning and technology use. Collaborative learning benchmarks were perceived as being only moderately important in comparison.