Download or read book Descriptive Study Exploring Faculty s Perceptions when Transitioning to a New Learning Management System written by Veronica Outlaw and published by . This book was released on 2014 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined faculty who taught online at a large southeastern research university and who were involved in the learning management system transition from eLearning Vista to Blackboard Learn in 2012-2013. The study sought to determine the efficiency of the three units involved in the study: the Faculty Resource Center, the College of Continuing Studies, and the Home Departments. The researcher explored faculty's perceptions of the (a) level of awareness of the actual transition and available support services and resources, (b) level of participation in the support services and resources, and (c) level of helpfulness of the support services and resources. The researcher developed a five-point Likert scale questionnaire (Outlaw's Perception of LMS Transition Survey), which acquired validation from a panel of experts from other institutions who experienced a similar situation. Findings indicated that there was no statistical difference in faculty's level of awareness of the available support services and resources compared to their teaching locations, no statistical difference in faculty's level of participation in the available support services and resources compared to their grouped academic teaching rank, and no statistical difference in faculty's level of participation in the available support services and resources compared to their employment teaching status. Findings also showed there was a small negative correlation between the perceived level of stress and perceived level of technological self-efficacy while transitioning to the new learning management system. Lastly, the perceived level of participation while transitioning to a new learning management system did not affect the participants' levels of stress. It is hoped that the findings in this study will improve best practices when introducing emerging technologies to effectively enhance pedagogy and acclimate faculty to the changes, thus reducing stress and frustration and increasing preparedness. The findings could drive recommendations for implementing a new model for transitioning to change. Such efficient methods could better equip faculty to deal with the stresses of change to emerging technologies. In addition, the recommendations for the new model could furnish training professionals with quality services that increase faculty preparedness, while reducing stress.

Download or read book Technology Adoption and Social Issues Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-02-02 with total page 1769 pages. Available in PDF, EPUB and Kindle. Book excerpt: As society continues to experience increases in technological innovations, various industries must rapidly adapt and learn to incorporate these advances. While there are benefits to implementing these technologies, the sociological aspects still need to be considered. Technology Adoption and Social Issues: Concepts, Methodologies, Tools, and Applications is an innovative reference source for the latest academic material on the various effects of technology adoption, implementation, and acceptance. Highlighting a range of topics, such as educational technology, globalization, and social structure, this multi-volume book is ideally designed for academicians, professionals, and researchers who are interested in the latest insights into technology adoption.

Download or read book Handbook of Research on Building Growing and Sustaining Quality E Learning Programs written by Shelton, Kaye and published by IGI Global. This book was released on 2016-09-12 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. Now that many institutions have implemented e-learning programs as part of their course offerings, it is essential for these institutions to fully grasp how best to facilitate continued improvements and accessibility in online education. The Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs highlights several significant elements of e-learning, including program planning, quality standards, and online course development, as well as institutional, student, and faculty support. Serving as a critical resource for online and hybrid learning programs, this publication is designed for use by administrators, educators, instructional designers, and doctorate-level students in the field of education.

Download or read book Out with the Old and in with the New written by Marice Kelly Jackson and published by . This book was released on 2019 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty members play a valuable role in the reputation of higher education institutions and the academic success of adult learners. It is imperative for faculty members to be adept with using the institution's learning management system to maintain their instructional materials and teach using a technological system. Consequentially, higher education institutions are frequently upgrading or transitioning to a new learning management system to keep pace with technology and to rival other institutions. Unfortunately, in some instances, when a new learning management system is adopted, the institution's training practices for faculty members are neglected, and they are insufficiently prepared to operate the new learning management system. The purpose of this study was to examine the learning experiences of faculty at a state technical college who were required to participate in a new technology adoption of the Blackboard Learning Management System. Two research questions guided this study were: (1) What were the common learning experiences of faculty participating in the adoption of a new learning management system? and (2) How did the participating faculty navigate the requirement to learn or adapt to a new system? This qualitative case study consisted of eight participants: three full-time faculty members and five adjunct faculty members from different schools within a state technical college. The age range of participants was from 36 to 55, and all of the participants were women. The data corpus consisted of semi-structured interviews, document reviews, and observational memos. Four themes emerged from this study where participants perceived that: (a) Training occurred without stakeholders input, (b) Training was informative and burdensome to participants, (c) Participants underutilized training sessions, and (d) Participants designed their own learning experiences. There were also two conclusions drawn from this study: (1) The common learning experiences of the group were frustrating and did not sufficiently fulfill the needs of the participants and (2) Faculty navigated the requirement to learn a new system by using their prior knowledge as educators to create a process of self-directed, collaborative learning approaches, and looked beyond the management system that was assigned to examine similar systems that more directly served their needs.

Download or read book Faculty Perceptions of Adapting Traditional Pedagogy for Online Learning written by Rosanne DeConto and published by . This book was released on 2014 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities have been adopting the trend of distance education for a variety of reasons (Edmondson & Manning, 2002; Goodyear & Ellis, 2008; Perreault, Waldman, Alexander, & Zhao, 2002). For faculty, the transition to teaching online can be difficult as their roles change (Ascough, 2002; Edmondson & Manning, 2009; Haugen et al., 2000; Yang & Cornelious, 2005); and, thus, faculty must re-examine their traditional pedagogies to adapt to the online learning environment (Ascough, 2002; Condie & Livingston, 2007; Fernandez, 2006; Pamuk, 2012; Yang & Cornelious, 2005). Often times, faculty must adapt to teaching in this environment without any prior training (Pamuk, 2012).^ Today, courses can be completely online, without the element of face-to-face learning in the traditional classroom setting. Typically, a Learning Management System (LMS) is used to conduct online courses. Although the LMS may demand specific organization, the faculty can have the ability to design courses as they wish (Picciano, 2002).^ This study addressed the following research questions: In what ways do college faculty modify traditional teaching techniques for the online learning environment? How do college faculty describe the types of professional development needed to best accommodate pedagogy for the online learning environment?^ This research used a sequential qualitative descriptive design. Phase I comprised of interviews with N=2 online college faculty members. Phase II comprised of focus groups N=3 of N=5 online college faculty members. For Phase III, the researcher used an observation instrument and observed N=8 online courses. ^ Findings suggest that, in the online environment, faculty find ways to incorporate activities that reflect their beliefs about how students learn best. However, faculty wanted opportunities to interact often with other online faculty members so that they may refine their practices. Also, the faculty would like professional development opportunities to.

Download or read book Facilitating Conditions that Increase Faculty Perceived Usefulness of Learning Management Systems written by Darnell Kemp and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study designed as a multiple-case study was to discover the facilitating conditions that led faculty at the higher education level to create activities using student-centered learning tools in the learning management systems (LMSs). The theories guiding this study were Davis’ technology acceptance model and two versions of the unified theory of acceptance and use of technology. Both theories looked at how perceived ease of use (PEU) and perceived usefulness (PU) determine a user’s use of a technology. The unified theory of acceptance and use of technology added facilitating conditions as a primary determiner of technology user behavior. This study focused on the facilitating conditions that increase PU and the use of active learning tools in LMSs. The study was designed as a multiple-case study and conducted at two different California community colleges. Participants were tenured or tenure track faculty members whose use of LMSs increased as a result of the pandemic. Documents were gathered to learn about the training and support offered at each college during the transition to online during the Coronavirus disease 2019 (COVID-19) pandemic. Faculty were interviewed individually and in focus groups about their experience with support and resources available during the transition to discover the most impactful practices. Seven themes emerged from the research: course design support, peer support, student engagement, the distance education infrastructure, technical support, pedagogical foundations, and more time. The results of this study indicated that faculty benefited from course design and peer support, but faculty need more pedagogical support and more time to use active learning tools in LMSs.

Download or read book Empowering Online Learning written by Curtis J. Bonk and published by John Wiley & Sons. This book was released on 2009-10-29 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction. Empowering Online Learning has 25 unique activities for each phase of the R2D2 model as well as summary tables helping you pick and choose what to use whenever you need it. Each activity lists a description, skills addressed, advice, variations, cost, risk, and time index, and much more. This title is loaded with current information about emerging technologies (e.g., simulations, podcasts, wikis, blogs) and the Web 2.0. With a useful model, more than 100 online activities, the latest information on emerging technologies, hundreds of quickly accessible Web resources, and relevance to all types and ages of learners--Empowering Online Learning is a book whose time has come.

Download or read book Effects of Adaptive Leadership on Faculty Engagement in Online Learning in Higher Education written by Melissa Jean Kaufman and published by . This book was released on 2021 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods study explores the effects of adaptive leadership on faculty engagement in online learning in higher education. The higher education environment is rapidly changing due to students seeking more flexible and online learning opportunities. This change which was already developing in response to the 2025 enrollment cliff (when the number of high-school graduates in the United States will drop significantly) and has only been accelerated by the COVID-19 pandemic. Therefore, the purpose of this study was to investigate the influence of adaptive leadership on faculty engagement in online education at institutions of higher education. This study was conducted through a pragmatic paradigm with a constructivist lens .The conceptual framework for this research study was built upon a thorough review of the literature, examining three research streams: (a) faculty perception of online learning, (b) change management, and (b) adaptive leadership. Seventy-seven faculty from four colleges at a large university in the northeast completed a survey and then eight faculty participated in follow-up interviews. The quantitative data were analyzed using SPSS to look at descriptive and inferential statistics. The qualitative data were analyzed using NVivo for open and axial coding. The research revealed five results: (a) the climate of a school/college effects perception of and participation in online learning; (b) faculty want to be acknowledged and rewarded for participation in online learning; (c) Institutions of Higher Education looking to move online need to secure faculty buy-in and provide faculty support (d) faculty's perception of online learning has shifted over time, and exposure to online and remote learning during the COVID-19 pandemic shifted perceptions in a positive way; and (e) faculty's perception of online learning is not affected by participation in professional development or by working with an instructional designer; however, instructional design support was highly valued. Based on these results, five recommendations were made for institutions wishing to move into online learning: (a) faculty should decide to opt-in to online teaching; (b) protect faculty time; (c) recognize faculty contributions (d) provide support to faculty; (e) invest in instructional designers.

Download or read book Using a Qualitative Approach to Explore Nursing Faculty Perceptions of Teaching Online written by Yvonne M. Smith and published by . This book was released on 2014 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.

Download or read book Perceptions of Quality in an Online Learning Environment written by April Michele Adams and published by . This book was released on 2017 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study investigated the faculty perception of quality in online courses. The areas considered were media richness, interaction, synchronism, self-efficacy, online teaching experience, and education level. Participants included members of three online Yahoo groups that were designed for online faculty members. There were 510 total members surveyed with 203 respondents for a response rate of 39.8%. The study was conducted during the spring semester of 2009. Of the six research questions four were supported. Media richness, interaction, and self-efficacy were related to perceived quality. Media richness explained a total of 7.9% of the variability in faculty ratings of perceived online course quality. The results for interaction indicate that a relationship was not found between interactions with students in general and perceived quality of the online course by faculty, however, a significant relationship was found between several of the individual interaction items and the quality items. The self-efficacy variable explained 30.6% of the variability in faculty ratings of perceived quality. Online teaching experience was related to perceived quality when controlling for course variables. Synchronism and faculty education level were not related to perceived quality. Conclusions based on the findings indicated that to increase faculty perception, course developers should focus on building classes with rich learning environments, creating feelings of perceived quality, and fostering commitment to the classroom. Courses that have media rich content convey the message to the student better than courses without the inclusion of such content. Interaction is the cornerstone of online learning so multiple modes of interaction are necessary in online courses. Having self-efficacy allow the faculty to accomplish their goal, handle unexpected events, find solutions to problems, and handle whatever might occur in the respective courses. Allowing faculty members to upload media rich information for future courses could add value to the course. Selecting a Learning Management System that allows for a highly interactive classroom is important to faculty members. Future research studies should evaluate the capabilities of additional constructs as determinants of perceived quality from the faculty perspective.

Download or read book Online Education written by Anthony G. Picciano and published by Routledge. This book was released on 2018-07-17 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online Education is a comprehensive exploration of blended and fully online teaching platforms, addressing history, theory, research, planning, and practice. As colleges, universities, and schools around the world adopt large-scale technologies and traditional class models shift into seamless, digitally interactive environments, critical insights are needed into the implications for administration and pedagogy. Written by a major contributor to the field, this book contextualizes online education in the past and present before analyzing its fundamental changes to instruction, program integration, social interaction, content construction, networked media, policy, and more. A provocative concluding chapter speculates on the future of education as the sector becomes increasingly dependent on learning technologies.

Download or read book Online Teaching and Learning in Higher Education written by Pedro Isaias and published by Springer Nature. This book was released on 2020-09-29 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.

Download or read book COVID 19 and the Educational Response New Educational and Social Realities written by Jane McIntosh Cooper and published by Frontiers Media SA. This book was released on 2022-01-31 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The state of E learning in higher education in the era of the pandemic How do we move forward written by Helmi Norman and published by Frontiers Media SA. This book was released on 2023-05-29 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book 7th International Conference on University Learning and Teaching InCULT 2014 Proceedings written by Chan Yuen Fook and published by Springer. This book was released on 2015-12-30 with total page 849 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book comprises papers presented at the 7th International Conference on University Learning and Teaching (InCULT) 2014, which was hosted by the Asian Centre for Research on University Learning and Teaching (ACRULeT) located at the Faculty of Education, Universiti Teknologi MARA, Shah Alam, Malaysia. It was co-hosted by the University of Hertfordshire, UK; the University of South Australia; the University of Ohio, USA; Taylor’s University, Malaysia and the Training Academy for Higher Education (AKEPT), Ministry of Education, Malaysia. A total of 165 papers were presented by speakers from around the world based on the theme “Educate to Innovate in the 21st Century.” The papers in this timely book cover the latest developments, issues and concerns in the field of teaching and learning and provide a valuable reference resource on university teaching and learning for lecturers, educators, researchers and policy makers.

Download or read book Teaching Online written by Susan Ko and published by Routledge. This book was released on 2010-05-24 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section. New to this edition: new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section. Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.