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This paper recalibrates strategies for faculty recruitment, training, and compensation for distance education. The new options evolving from distance technologies create opportunities for innovative recruitment strategies. Whether the model is individually- or team-oriented, distance technologies mean that a more diverse, qualified, talented, and flexible pool of potential faculty become available to all institutions, resulting in more competition. A recruiting strategy which uncovers high quality faculty who are available, skilled, and willing to follow institutional policies is essential and must be carefully planned and executed. To achieve high performance solutions to faculty training, a systematic approach must be applied to the planning and development of distance learning materials, instructional methods, and communications infrastructure. Four possible categories of media include: videotape for asynchronous delivery, compressed video for synchronous delivery, World Wide Web-based text with graphics for asynchronous delivery, and computer-based conferencing for asynchronous delivery. In terms of faculty compensation, three basic institutional responses are to offer distance education through a division or school of continuing studies with a separate faculty or separate compensation structure, to pay faculty overload salaries, or to offer faculty a percentage of the revenue generated from the courses. The success of distance education requires a dynamic approach to problem solving and policy flexibility on the part of organizations. (AEF)

Descriptors: Compensation (Remuneration), Computer Literacy, Computer Uses in Education, Distance Education, Educational Planning, Faculty Development, Higher Education, Information Technology, Instructional Development, Instructional Innovation, Material Development, Models, Program Development, Teacher Education, Teacher Recruitment, Training

Autor: Lynch, William; Corry, Michael

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7764&id=ED421101

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