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Online education: The impact of econ...

Smith, Rhianan E.

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Online education: The impact of economics and politics on teachers' situationally constrained choice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Online education: The impact of economics and politics on teachers' situationally constrained choice./
作者:	Smith, Rhianan E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.
Contained By:	Dissertation Abstracts International74-04A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3546842
ISBN:	9781267809872

Online education: The impact of economics and politics on teachers' situationally constrained choice.
Smith, Rhianan E.

Online education: The impact of economics and politics on teachers' situationally constrained choice. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 127 p.

Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.

Thesis (Ph.D.)--Marquette University, 2012.

Online education has been increasing at an astounding rate, and advocates contend this trend will transform schooling as we know it. The current research has been centered on the student outcomes in online education. However, this myopic focus on outcomes underestimates the broader systemic factors that may be driving the implementation and everyday practices which impact student outcomes. This study investigates the economic, political, and organizational factors that influence the situationally constrained choices of an online teacher.

ISBN: 9781267809872Subjects--Topical Terms:

2191387
Education policy.

Online education: The impact of economics and politics on teachers' situationally constrained choice.
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520 $a This study identifies the ways in which higher education budgets, policies, and technological resources impact what teachers do in the classroom while investigating the everyday practices of teachers that may challenge or reinforce the opportunities and constraints created by these systemic factors at a community college. After talking with faculty and administrators, it became clear that the economic enrollment and retention pressures combined with increased faculty course loads do not encourage the development of an academically rigorous course. Furthermore, the lack of clarity surrounding the mission and the organizational practice of using copied course shells encourage teachers to create a course that promotes retention over academic quality.
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