ABSTRACT
All of the tools for distance learning via the www are nice, but institution support and system expertise are not equal. Once your distance learning course is conceptualized, how do you make it happen? And after it is in place, how do you keep it going despite networking and computer access challenges?
Most educators feel that there is actually a faculty support crisis. If you feel there is a need for faculty support, then this workshop is your opportunity to voice your concerns with all the other attendees by participating in brainstorming activities regarding the focus statement:
The brainstorming items will be circulated to attendees for importance ranking and the results will be evaluated using Trochim's Concept Mapping System and presented in this session.
Note: Concept Mapping is: A modified delphi technique process that typically requires the participants to: brainstorm a large set of statements relevant to the topic of interest, individually sort these statements into similar groups (clusters) and rate each statement on some scale, and interpret the maps that result from the data analyses. Trochim (1985) defines concept mapping as a structured conceptualization process relying on multivariate statistical analysis techniques. Essentially, it is a process that enables the members of a group to visually depict their ideas on some topic or problem of interest. Concept maps have been used in a variety of ways: as a means for constructing theory, as a structure for designing and developing survey instruments, as a framework for database construction, as a first step in organizational planning, and as a basis for analyzing research results.
Trochim, W. (1985). Pattern matching, validity, and conceptualization in program evaluation. Evaluation Review, 9, 5, 575-604.
©, 1997. The author, Vicki Wise, assigns to the University of New Brunswick and other educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive license to the University of New Brunswick to publish this document in full on the World Wide Web and on CD-ROM and in printed form with the conference papers, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the author.