The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors’ concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.

中文翻译：

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调查初次远程教育讲师的问题

本研究的目的是使用基于关注的采用模型（CBAM）来研究首次远程教育教师的关注发展。本研究使用CBAM的关注阶段（SoC）作为其理论框架。实施了描述性案例研究，重点研究了九位通过远程教育首次授课的讲师的适应过程。讲师参加了为期两天的培训，该培训是根据他们最初的关注而设计的。然后讲师通过远程教育将他们的课程实施了四个星期。尽管信息和个人阶段（自我关注）与最初的发现相比有所减少，但结果阶段的强度却有所增加。然而，尽管减少了自我关注并增加了后果阶段，但自我关注仍然是这一过程中的主要问题。根据调查结果，讨论了远程教育的意义以及解决教师关注问题的建议。减轻首次远程教育讲师关注的建议包括：提供持续的基于关注的干预措施，其中应结合技术，教学和内容方面的知识；提供与远程教育有关的工作实例，教员可以从中学习替代方法；并鼓励教师之间的合作。减轻首次远程教育讲师关注的建议包括：提供持续的基于关注的干预措施，其中应结合技术，教学和内容方面的知识；提供与远程教育有关的工作实例，教员可以从中学习替代方法；并鼓励教师之间的合作。减轻首次远程教育讲师关注的建议包括：提供持续的基于关注的干预措施，其中应结合技术，教学和内容方面的知识；提供与远程教育有关的工作实例，教员可以从中学习替代方法；并鼓励教师之间的合作。