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<i>Instructional support for distance education and faculty motivation, commitment, satisfaction</i>
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2001
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E-learningFaculty IssueDistance TeachingStudent TeachingFaculty Professional DevelopmentEducationHigher Education TeachingInstructional ModelsTeacher EducationInstructional TechnologyFaculty MotivationMotivationRemote TeachingHigher EducationInstructional ProgramInstructional CommunicationTeachingOnline TeachingProfessional DevelopmentOnline EducationInstructional Support
The purpose of this study is to examine the faculty perceptions of instructional support in relation to faculty members' motivation, commitment, and satisfaction associated with distance teaching. Findings indicated that faculty motivation and commitment toward distance teaching were strong in general. However, faculty motivation and commitment were higher in the institutions with well‐provided instructional support.