Currently, one of the greatest challenges to the implementation of widespread distance education programs on community college campuses has arisen among those faculty who are uncomfortable with distance education and reluctant to embrace its technologies. Understandably, they are concerned about the impact of technology on their roles as faculty members. Faculty unions have been active on behalf of the faculty in this regard. Current issues being discussed among faculty union members include intellectual property rights, fair compensation (residual earnings every time one's course is televised), decline in quality due to canned courses, and preserving human contact (Monaghan, 1995).
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