Faculty Experiences with Online Technology Adoption A Mixed Methods Study
Transcript
Slide 1
Faculty Experiences with Online Technology Adoption A Mixed
Methods Study
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INTRODUCTON Review of Literature Technology Adoption Research
Questions Purpose METHODS Data Collection RESULTS Survey Results
Interviews Tag Cloud References
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Introduction Recent data reports that 6.7 million students were
taking at least one online course in 2012 (Allen & Seaman,
2013). Online instructors may be required to teach otherwise
familiar materials in environments that may be unfamiliar or have
not been evaluated (Parietti & Turi, 2011). The demands for
flexible learning have led to the implementation of a variety of
Learning Management Systems (LMSs) in the higher education sector
(Weaver, Robbie, Boarland, 2008). Introduction of LMSs is rapidly
changing the conventional teaching context where instructors are
forced to rethink their methods of teaching and presenting the
information to their students (Weaver et al.,2008).
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Review of Literature Instructors place high priority on the
need for teacher training (Beck & Ferdig, 2009). Instructors
willingness to participate in online learning courses is positively
impacted by increased training and comfort with technology (Lloyd,
Byrne, & McCoy, 2012). The technology used to conduct a course
may impact the amount and quality of interaction among students and
instructors (Rubin, Fernandes & Avgerinou, 2013).
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Research Questions The researchers wish to explore faculty
experiences with technology adoption regarding interaction,
preparation and training in online learning.
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Research Questions Specific Sub-Questions include: How does
technology adoption influence faculty teaching experiences in
online learning? How does technology influence interaction in
online learning? How does technology training influence
faculty?
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Technology Adoption Technology adoption, as defined for this
study, is faculty acceptance of the online learning environment and
the implementation of hardware and software, online tools and
systems into the online course.
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Purpose The researchers aim to define factors that inform the
types of tools instructors use in online courses and gather
information on faculty experiences with online learning technology
that influence: 1. the way the course is delivered 2. the
satisfaction with the course or tools of the course 3.facilitating
communication, feedback, interaction The information produced from
this study may be used to help other instructors design their
courses to increase interaction and provide instructors with
options as they are deciding the online learning technologies to
adopt.
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Methods A mixed methods approach Combining quantitative and
qualitative data Explanatory sequential design (Creswell &
Clark, 2011) Hover over the picture, press play to activate the
animation
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Data Collection Participants: online instructors at a public
university in a small metropolitan area in Texas Triangulated
Study: Phase 1: Demographics Phase 2: Experience Survey Phase 3:
Interviews
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Results Results of the survey instrument indicate that faculty
are most comfortable with Moodle and Skype Although 55% of
participants use Blackboard as the LMS to deliver their online
courses, only 18% use the Blackboard Collaborate tool for
synchronous online sessions. Sixty-four percent of participants
reported experiencing a moderate level of interaction with and
among students in their online courses. Twenty-seven percent
experience high levels of interaction and 9% experience low levels
of interaction.
Interviews Faculty members responses to needing more training
now: Well, more training from my school I dont think so, More
training to see new technologies yea of course. Like I said
everyday there are new technologies out there so you need to keep
constant training on everything so definitely. Im trying to learn
new things everyday and everyday new tools come and appear and
things like that so definitely, you need to keep up dated all the
time. I wouldnt mind it because there are some things that I know I
dont use or I dont use well. I know in Moodle the grade book
continues to stumble me because Ill have, you know not every
semester, I change up assignments, but whenever Ive tried to
eliminate entries in the grade book, especially if its in the
middle of the semester, I end up totally corrupting the grade book,
so I think there are different elements of Moodle that I would like
to understand more. So, yes I could definitely use some more
training or some more self training. Yes, I probably do. I would
like to know about using a few more of the features or maybe in-
depth on the features I do use. It is kind of difficult because I
dont know what I am missing. I will hear people chat and wonder how
to do that and then I will inquire about how to do it.
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Tag Cloud
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