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Faculty Support Systems

Faculty Support Systems

Jason D. Baker, Robert J. Schihl
Copyright: © 2009 |Pages: 5
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch144
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MLA

Baker, Jason D., and Robert J. Schihl. "Faculty Support Systems." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 1022-1026. https://doi.org/10.4018/978-1-60566-198-8.ch144

APA

Baker, J. D. & Schihl, R. J. (2009). Faculty Support Systems. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 1022-1026). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch144

Chicago

Baker, Jason D., and Robert J. Schihl. "Faculty Support Systems." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 1022-1026. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch144

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Abstract

One factor that has led institutions to develop online learning programs is the perception that they have lower production costs than campus-based courses, particularly as the numbers of students increase. Hülsmann (2004) noted that this view was a significant tenet in the argument supporting distance learning in developing nations. Specifically, he described the common belief that “distance education is able to deal with large numbers more cost-effectively than traditional education, and has proved to do so also in developing countries” (Introduction section, paragraph 3). To one extent, this is a valid viewpoint. Unlike earlier distance education approaches, such as print-based correspondence courses and full-motion videoconferencing, online learning doesn’t require the purchase of high-cost specialized equipment such as videoconferencing rooms or publishing systems. Although there are numerous examples of institutions spending far more per course than traditional programs—NYUonline was rumored to have spent upwards of $1 million per course (Maeroff, 2003)— a motivated instructor can create and publish components of a Web-based course on a personal computer and then upload the materials to a free Web hosting service and instantly teach online to students anywhere in the world. The relative ease of creating Web-based materials, however, can mask larger challenges that face online education providers. Providing effective online faculty support is one area that can be easily overlooked with such a myopic view of online course development.

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