Voices of faculty and students: Exploring distance education at a state university

Cutting-edge technology enables universities to implement distance education to reach more diverse populations and increase the availability of Web-based learning environments. However, little research has been done on the design and development of online courses and the reactions of faculty and students to this form of learning in higher education.; In an effort to learn more about Web-based instruction in higher education, an inductive approach was used to explore online teaching and learning experiences of faculty and students at a large South West Border State University (SWBSU).; Descriptive data were collected via online surveys and qualitative data were collected via focus groups and accessing archival data. This complementary research design was chosen to gain as complete a picture as possible of the experiences of faculty initiating and implementing these courses and students' experiences in this learning environment. Data gathered from the focus groups were transcribed, analyzed and triangulated through comparing and contrasting with data gathered via the demographic surveys and archival data.; Key findings that emerged from the research include: (1) Personal experience learning in an online environment eases faculty transition from on-campus to online courses. (2) Time required to participate in online learning is perceived to be higher than for on-campus courses by both faculty and students. (3) Students' use of technology influences their ability to interact with content, faculty, and other students in an online class. (4) Higher education courses in an online environment meet needs of both faculty and students. (5) Faculty and students need training to participate effectively in an online environment.; The rapid proliferation of online courses offered by institutions of higher education has posed both challenges and opportunities for faculty and students. Successful use of online learning tools and environments requires new knowledge, technological skills, pedagogical skills, and technological tools. The case studies reported in this dissertation may illuminate the experiences of faculty who teach in these learning environments and the students who participate in Web-based instruction. This research also may provide insight into the factors that support or impede their efforts.