Faculty Satisfaction With Distance Education: A Comparative Analysis On Effectiveness Of Undergraduate Course Delivery Modes

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Robert J. Koenig


Distance education, Effectiveness, Online, Video conference, Classroom, Delivery modes, Diversity, Student participation, Faculty participation, Cognitive skills, Learning styles, Education utilization


Higher education faculty can and do teach courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical institute in a mid-Atlantic state. Faculty (N = 160) completed questionnaires on effectiveness, in terms of satisfaction, for each mode. The questionnaire response rates were 86% for faculty. In terms of faculty satisfaction, the results revealed that classroom delivery was more effective than technologically delivery with online being slightly more effective than video conference. The results of this research should assist leaders in higher education to understand the benefits associated with different undergraduate course delivery modes. In addition, the study provides leaders with a useful tool for securing and applying this type of information when making decisions about the modes best suited to serve their academic communities.


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