The TOOMOL project: supporting a personalised and conversational approach to learning
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
The need for academic middleware to support advanced learning services
Computer Networks: The International Journal of Computer and Telecommunications Networking - Special issue on networking middleware: selected papers from the TERENA networking conference 2001
IEEE MultiMedia
IEEE Transactions on Software Engineering
Managing evolution and change in web-based teaching and learning environments
Computers & Education
Multimedia education, distance learning and electronic commerce applications
VSMM '97 Proceedings of the 1997 International Conference on Virtual Systems and MultiMedia
Determinants of information center success
Journal of Management Information Systems
Individual-centered education: An any one, any time, any whereapproach to engineering education
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
IEEE Spectrum
Enhancing student learning through hypermedia courseware andincorporation of student learning styles
IEEE Transactions on Education
Information technology enhanced learning in distance andconventional education
IEEE Transactions on Education
Toward a Pan-European virtual university in electrical andinformation engineering
IEEE Transactions on Education
Web-based learning: effects on learning process and outcome
IEEE Transactions on Education
Online distance education in the United States
IEEE Communications Magazine
Web based teaching and learning: a panacea?
IEEE Communications Magazine
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The popularity of distance education has grown rapidly over the last decade in Taiwan's higher education, yet many fundamental teaching-learning issues are still in debate. While teacher-student interaction is a key success factor in distance education, little work has been done on the teachers. The intent of this research was to clarify teacher's perceptions on key distance education issues and to develop a discernible typology of different groups of teachers based on their perceptions. Because there may be a gulf between teachers and the technology used in distance education, the target of this study was teachers in information related departments in Taiwan's colleges, who were more familiar with current technology. Factor analysis and cluster analysis were used to derive the typology. Five higher-level issue constructs emerged from the factor analysis: learning effect, customization, administrative challenges, geographic and resource integration, and instructional design challenges. Four groups of teachers, namely the skeptics, the optimists, the mild-promising group, and the outlier, were identified using cluster analysis of teachers' perceptions on these five higher-level issue constructs. The profiles of the four groups of teachers were summarized and implications were discussed, which should provide useful insights to the policy makers of higher education on distance education decisions.