Guest Editorial ~ Issues, Challenges and Possibilities for Academics and Tutors at Open and Distance Learning Environments

dc.creator	Heather Kanuka
dc.date	2006-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:53Z
dc.date.available	2015-07-20T22:15:53Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/c979f3a8f70d433abc2b53f66b5ea813
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17986
dc.description	Institutions of open and distance learning present a number of special challenges for academics. Development loads and teaching effectiveness are increasing, while traditional demands for research productivity have become a new and/ or increased pressure. The size, complexity, and structure of the networked learning environment at most institutions of open and distance learning have been known to contribute to feelings of isolation and loneliness leading to disengagement experienced by many new and not so new academics. It is possible if we do not address the disconnectedness experienced by many open and distance academics and tutors that detachment to our institutions will occur, resulting in an increased migration to either collaborate with, or work in, other institutions.Retaining faculty members is not only important for the stability and health of open and distance organizations, but retention – and recruitment – are also issues that institutions of open and distance learning need to be concerned about. The large numbers of senior faculty appointed in the mid 1970s are moving into retirement and/ or later-life careers. It has been estimated that 40 percent of university faculty will retire within the next 10 years. Recruitment and retention of academics is a pressing concern for all universities – but particularly for open and distance universities. The current detached environment may result in a serious employment problem down the road as other traditional universities begin an intensive competition for the best academics. And while these problems exist to some extent at all universities, there is probably no other type of university where building a sense of community is needed.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/368/642
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 7, Iss 2 (2006)
dc.subject	distance education
dc.subject	faculty mentoring
dc.subject	mentoring
dc.subject	open and distance education
dc.subject	tutor
dc.subject	isolation
dc.subject	disengagement
dc.subject	new academics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Guest Editorial ~ Issues, Challenges and Possibilities for Academics and Tutors at Open and Distance Learning Environments
dc.type	article