| Public two-year higher education institutions in the United Sates are offering electronic-technology based distance education courses at a rapidly accelerating pace in response to multiple external and internal forces. Faculty competency in the use of electronic-technology based technologies and media appropriate teaching-learning methods is essential for the current and future success of distance education. This study examined the beliefs of deans, department heads, and distance education faculty members regarding what types of professional development education activities and support-related elements should be provided by public two-year higher education institutions that are offering electronic technology-based distance education.;This survey research used a researcher-developed instrument to investigate the beliefs of administrators and distance education faculty members regarding what types of professional development education activities and support-related elements should be provided by public two-year higher education institutions that are offering electronic-technology based distance education. The 48 institutions in this study also offered at least one allied health technical program. Three institutional attributes (size of institution, number of distance education courses, and number of years offering distance education courses) were also examined.;Usable responses came from 173 individuals or 73.9% of those surveyed. The overall beliefs of administrators and distance education faculty were very similar, with a few exceptions. Both groups rated the same ten professional development items as the most important. The top four support-related elements were: distance education equipment is well-maintained; on-site technical assistance; time to learn, plan, try, reflect, revise; and access to distance education equipment when faculty need preparation. The three top content topics were: instructional strategies that work well using distance education technologies; logistics of distance education teaching; and creating technology-appropriate teaching aids. The three top learning activities were: use of actual distance education equipment and technology; experiential (hands-on) learning activities; and practice activities in actual distance education setting. |
