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Online Learning, v18 n3 Oct 2014

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result, collaboration is a key component in creating quality E- Learning. This article describes the results of a faculty survey based on the Flexible Framework for E- Learning. The authors developed a survey to capture faculty perceptions of E-Learning dimensions. Using a descriptive design, the authors surveyed participating faculty (N = 45) from several Midwestern campuses during a year-long faculty development program on E-Learning. Items related to the E- Learning dimension being discussed during the monthly videoconference were distributed prior to the monthly video sessions to assess faculty understanding of the E-Learning dimensions. The project was designed to foster a deeper understanding of E-Learning dimensions and of collaborative roles and activities necessary for E-Learning.

Descriptors: Faculty Development, Teacher Surveys, Online Courses, Electronic Learning, Partnerships in Education, Cooperative Programs, Videoconferencing, Online Surveys, Pedagogical Content Knowledge, Technological Literacy, Technology Planning, Program Evaluation, Program Administration, Ethics, Educational Resources, Institutional Characteristics, Computer System Design, Role Perception, College Faculty

Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj[at]; Web site:

Autor: Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.


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