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Fig. 1 Organizational Setting
Fig. 2 Primary GSAMS Target Audience
Fig. 3 Geographical Distribution of Programming
Fig. 4 Years in Operation with GSAMS
Fig. 5 Agency to whom GSAMS Unit Reports
Fig. 6 Individual Making Budget Decisions for GSAMS Site
Fig. 7 Type of Assistance Provided to Distance Instructors
Fig. 8 Individuals Responsible for Scheduling GSAMS Classes
Fig. 9 Times GSAMS Programming is Sent/Received
Fig. 10 Criteria Used to Select Distance Learning Instructors
Fig. 11 Incentives for Teaching via GSAMS
Fig. 12 Types of Orientation Provided to Students
Fig. 13 Types of Teaching Strategies used in Distance Learning Classes
Fig. 14 Individuals Responsible for Delivering GSAMS Training
Fig. 15 Individuals Responsible for Coordinating GSAMS Training Programs
Fig. 16 Times GSAMS Training is Provided to GSAMS Instructors
Fig. 17 Schedule for GSAMS Training
Fig. 18 Topics Covered in GSAMS Training
Fig. 19 Types of Resources and Learning Activities
Fig. 20 Frequency of Equipment Updates
Fig. 21 Type of Room used for Distance Learning Class
Fig. 22 People and Programs Evaluated
Fig. 23 Program Elements Evaluated by Coordinator/Director
Fig. 24 Program Elements Evaluated by Students
Fig. 25 Procedures for Evaluating Distance Coordinators/Directors
Fig. 26a Frequency of Class/Session Evaluations
Fig. 26b Frequency of Program Effectiveness Evaluations
Fig. 26c Frequency of Instructor Training Session Evaluations
Fig. 26d Frequency of Facilitator Training Session Evaluations
Fig. 27 Target Audience by Organizational Setting
Fig. 28 Organizational Setting by Purpose of Programming
Fig. 29 Organizational Setting by Geographical Distribution of Programming
Fig. 30 Years in Operation with GSAMS by Organizational Setting
Fig. 31 Written GSAMS Procedures by Organizational Setting
Fig. 32 Agency GSAMS Unit Reports to by Organizational Setting
Fig. 33 Percent of Workload Time by Organizational Setting
Fig. 34 Charges for Outside Users by Organizational Setting
Fig. 35 Amount Charged to Outside Users by Organizational Setting
Fig. 36 Facilitator Charge by Organizational Setting
Fig. 37 Teaching Policies by Organizational Setting
Fig. 38 Methods of Selecting Distance Instructors by Organizational Setting
Fig. 39 Selection Criteria for Distance Instructors by Organizational Settin
Fig. 40 Types of Incentives Given for Teaching GSAMS by Organizational Setting
Fig. 41 Types of Assistance Provided to GSAMS Instructors by Org. Setting
Fig. 42 Type of Student Orientation by Organizational Setting
Fig. 43 Instructor Feedback by Organizational Setting
Fig. 44 Types of Communication with Students by Organizational Setting
Fig. 45 Existence of Training Procedures by Organizational Setting
Fig. 46 Individuals Responsible for GSAMS Training by Organizational Setting
Fig. 47 Required Distance Learning Training by Organizational Setting
Fig. 48 Required Training for Facilitators by Organizational Setting
Fig. 49 Ways GSAMS Training Needs are Identified by Organizational Setting
Fig. 50 Times that Various Organizational Settings Implemented Training
Fig. 51 Technical Policies by Organizational Setting
Fig. 52 Technical Help by Organizational Setting
Fig. 53 Technical Support Providers by Organizational Setting
Fig. 54 Expectations for Distance Instructors to Troubleshoot Tech. Problems
Fig. 55 Frequency of Equipment Updates by Organizational Setting
Fig. 56 Existence of Equipment Operation Procedure Manuals by Org. Setting
Fig. 57 Existence of GSAMS Evaluation Plans by Organizational Setting
Fig. 58 Programs Evaluated by Coord./Directors by Organizational Setting
Fig. 59 Program Elements Evaluated by Distance Instructors by Org. Setting
Fig. 60 Program Elements Students Evaluate by Organizational Setting
Fig. 61 Evaluations of Distance Coordinators by Organizational Setting
Fig. 62 Evaluation of Distance Instructors by Organizational Setting
Fig. 63 Evaluations of Distance Classes by Organizational Setting
Fig. 64 Evaluation Data Uses by Organizational Setting
Table 1 Teaching Challenges Faced by Distance Instructors
Table 2 Training Difficulties and Solutions
Table 3 Technical Problems Experienced while using GSAMS
Table 4 Evaluation Needs
NOTE: In bar graphs, bars on the legend should be read from left to right in horizontal graphs and from top to bottom in vertical graphs.
