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- W1493111885 abstract "An exploratory study was conducted with faculty and administrators at Historically Black College and Universities (HBCUs) to determine the level of reported knowledge and experience with policies that govern Web-based instruction (WBI). Result indicated that faculty had little experience with the policies and many had not participated in policy development. Lack of communication of the policies was also reported to be a barrier to participation. Recommendations on policy information adoption and dissemination were made based on the findings of the study. Purpose of the Study Higher education is in continual transition and one cannot underestimate the influence of technology on everyday life of learners and educators. Web-based Instruction (WBI) is among the forces influencing higher learning and instruction and Historically Black Colleges and Universities (HBCUs) have not been left out. However, while technology offers new options, there is also the danger of losing some of the important attributes of higher education. These attributes include the commitment to providing the less advantaged with an opportunity for education, education’s tradition of addressing student and societal needs, and the emphasis on learning and scholarship. There is a technology and information gap that is evident in the Black community and this his gap has kept the poor, rural, and minority populations from participating and benefiting from the information technology revolution and this trend is inevitably carried on to the Black college environment (Hamilton, 2001). While there are numerous studies examining older methods of distance education, few comprehensive empirical studies have provided evidence of the effectiveness of WBI in HBCUs. Little research has been conducted in the area of WBI focusing specifically on input from faculty. The purpose of this study was to explore the factors that influence faculty participation in WBI at HBCUs. This exploratory study was conducted to determine the factors that influence faculty participation in WBI at seven HBCUs, including determining the level of reported knowledge and experience with policies that govern WBI. In this mixed-design study, data used to investigate the research questions came from responses from one hundred and forty-nine faculty and administrators (deans and departments chairs) at seven public HBCUs that offer online curricula. An online questionnaire was designed to collect data using a four-point scale, open-ended items, and follow-up interviews." @default.
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- W1493111885 date "2005-10-01" @default.
- W1493111885 modified "2023-09-24" @default.
- W1493111885 title "Impediments to Faculty Engaging in Web-Based Instruction: Clarification of Governing Policies" @default.
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