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Faculty Issues Pertaining to Institutional Support and Reward Practices in Distance Education

American Educational Research Association Annual Meeting,


This paper presents an overview of eight issues that are central to the discussion of distance education and its relationship to institutional support and reward systems. Each section provides a brief description of the issue and a summary of what is currently known about reward practices and policies in distance education. The issues discussed are: participation; motivation; workload; compensation; incentives; rewards; recognition; copyright; and intellectual property. The paper concludes that institutions should work to: (1) identify and provide a wider range of incentives that can lead to greater satisfaction and job performance among faculty involved in classroom innovations and outreach activities; (2) reduce barriers, both real and perceived, that many hinder participation in activities that promote the values and goals of both the institution and the academic unit; (3) create faculty development programs that provide incentives and rewards which appeal to intrinsic motives, accommodate different career paths, and match developmental stages of motivation; (4) provide instructional support programs; (5) develop criteria to equitable determine flexible workloads and adequate compensation for outreach teaching and alternative modes of instructional delivery; (6) align rewards with institutional values and priorities so that rewards reflect role expectations and faculty contributions to all facets of the institution's mission are valued and appropriately credited; and (7) establish copyright policies that accommodate changing patterns in information access and dissemination and that protect both institutional interests and the intellectual property of faculty. (AEF)


Wolcott, L.L. (1998). Faculty Issues Pertaining to Institutional Support and Reward Practices in Distance Education. Presented at American Educational Research Association Annual Meeting 1998. Retrieved December 6, 2019 from .

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