Faculty Performance Improvement in Distance Education: Interventions for Performance Improvement (Part II)
Year: 2019
Type: article
Abstract: The second part of this comprehensive systemic study aims to identify the required interventions to overcome the causes of faculty-performance deficiencies that were determined in the first part. The externality-tangibility (E-T) model of human performance guided the study to identify the needed interventions for faculty-performance improvement. Grounded-theory research design was used to develop the intervention model for faculty-performance improvement. The participants of the study consisted of all stakeholders of distance education: the experts (including national policy makers), administrators, faculty members (including program and school coordinators), support staff, and students. The data were collected through multiple data sources: interviews, observations, and artifact analysis and were analyzed through constant comparative analysis. The findings of the study revealed the internal and external interventions required for faculty-performance improvement according to the nine elements in the E-T model. These findings helped to propose a model of faculty performance in distance education.
DOI: 10.1002/piq.21321
Authors: Mehmet Kara, Zahide Yildirim
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2994769741