| This study described the system infrastructure needs and perceptions of the 28 Florida community colleges regarding current Web course delivery. Section one assessed 27 Florida Community College Distance Learning Consortium member representative (96.4% of the population) responses to a nineteen item, researcher-designed survey. The study included assessment of interview responses from five selected FCCDLC member representatives.; Section two reviews literature and information in providing a historical perspective, views of technology in education, distance education, distance learning, infrastructure reliability and scalability, and institutional readiness factors for online course delivery.; Survey items covered perceptions within the educational institutions on priorities of Web course development, incentives and support for faculty, levels and involvement of faculty and technical support personnel, institutional processes, procedures, and budgeting for Web course development and implementation, instructional design, and online student support. Five distance learning consortium members were interviewed using researcher-designed structured but open-ended questions related to general survey items.; Results of the study suggested that Florida community colleges are providing incentives for faculty in helping to motivate and support them in developing and teaching online courses. Academic services and technical support for students varies among the community colleges but there is interest and concern for online learner support both academically and technically. Support processes, procedures, instructional design, and technical support initiatives found in this study suggest positive campus climates for cultural acceptance and institutional readiness of Web courses in Florida community colleges. A wide range of software, equipment, and institutional facilities were identified for use in the development and delivery of online courses with some dominant commonalities established in software. All of the 27 survey participants indicated some online course initiative at their colleges with the level and degrees of involvement varying widely based upon many different factors.; Recommendations for future study included research on other community college systems, types of personnel experience and education needed for supporting and administering online courses, faculty, support staff, and administrative attitudes toward Web courses and distance learning and education, student success level comparisons with live face-to-face instruction, differences in online course pedagogy, and full college services provided for fully online students. |
