如何激励和支持高校教师从事网络教学:国际经验与对策

How to Motivate and Support Faculty Members in Online Instruction

本文首先对近十年来美国高校网络教育发展的总体态势进行了总结和回顾，指出教师是影响高校网络教学可持续发展的关键因素;文章在对高校教师对待网络教学态度和认可度现状及形成原因分析的基础上，总结了美国普渡大学DEMP项目实施的成功经验和美国大学领导力理事会提出的激励与支持高校教师从事网络教学的五项建议;在以上研究基础上，文章提出了高校教师网络教学支持服务的设计框架;文章最后对我国高校教师网络教学现状及面临主要问题的调查和分析，提出了推动我国高校教师网络教学实践的对策建议。

In recent years， as information technology development in higher education in China progresses， online learning is accepted in many universities and colleges. As a result， more and more faculty members are expected to engage in online instruction. However， most faculty members are not ready for this new task and role change in Chinese Higher Education. How can faculty members be motivated and supported in their new role in online instruction! The purpose of this study is to answer the above question. First， the literature review is used to summarize international online education experiences and lessons， including the annual report tracking online education in the United States by the Sloan Consortium， the guideline by the University Leadership Council， the case study from the Distance Education Mentoring Program (DEMP) at Purdue University Calumet， Indiana， USA. Then， a survey questionnaire is used to reveal and explore key obstacles for online teaching. A total of 144 faculty members from nine universities and colleges responded. The results show that there are four key obstacles ： 1 ) Very limited training relevant to online instruction ； 2 ) Low satisfaction with a Learning Management System (LMS) and relevant support from university; 3 ) Time and energy spent in online instruction ； 4 ) Lack of awareness of intellectual property. Based on the above study， this paper presents a classification of faculty support in online instruction， and constructs a faculty support framework according to online teaching process.