This paper focuses on a number of the key factors that will have to be addressed if this new type of distance education academic is to function effectively.
📌 3 Key Takeaways
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Objective & Hypothesis:Academics who hold positions at single-mode, distance education institutions are presently being hampered by an adherence to a long-standing set of protocols (specific office location, face-to-face meetings) that were put in place when the conventional post-secondary was the norm.
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Key Findings & Data:With the advent of a powerful merging of personal computers and the internet, a shift from those protocols to one of support for the virtual professor is in the offing, to the benefit of both the professoriate and the student.
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Conclusion & Impact:This paper focuses on a number of the key factors that will have to be addressed if this new type of distance education academic is to function effectively.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Distance Education · Single Mode · Academics
Abstract
Academics who hold positions at single-mode, distance education institutions are presently being hampered by an adherence to a long-standing set of protocols (specific office location, face-to-face meetings) that were put in place when the conventional post-secondary was the norm. With the advent of a powerful merging of personal computers and the internet, a shift from those protocols to one of support for the virtual professor is in the offing, to the benefit of both the professoriate and the student. A key factor in this shift is the degree and quality of institutional support that will allow these changes to take place. This paper focuses on a number of the key factors that will have to be addressed if this new type of distance education academic is to function effectively.
JONES, T. (2004). Institutional Support for the Virtual Professor. Turkish Online Journal of Distance Education, Cilt: 5 - Sayı: 1. https://ajindex.com/articles/140918