Early patterns of faculty compensation for developing and teaching distance learning courses

Abstract

This paper is an investigation into compensation practices for faculty developing and teaching distance learning courses. The research divides itself into two basic lines of inquiry: direct and indirect compensation (including royalties, training, and professional recognition). Also, economic models for distance learning are examined with a view towards understanding faculty compensation within attempts to reduce labor costs. The primary questions this research attempts to answer are: What are the current policies and practices in higher education for compensating faculty who develop and teach distance learning format courses? Will the increased use of distance learning format courses alter overall labor conditions for American faculty? If so, how? Although information is limited, it is found that faculty work in both developing and teaching distance learning format courses tends thus far in this early stage to be seen as work-for-hire under regular load with little additional indirect compensation or royalty arrangements.