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Book Faculty Perceptions about Attributes and Barriers Impacting Diffusion of Web based Distance Education WBDE at the China Agricultural University

Download or read book Faculty Perceptions about Attributes and Barriers Impacting Diffusion of Web based Distance Education WBDE at the China Agricultural University written by Yan Li and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine faculty perceptions about attributes and barriers impacting diffusion of Web-based distance education (WBDE) at the China Agricultural University (CAU). Random and stratified sampling was used and 273 faculty participated in the study. About 70% of participants stayed in early stages in the innovation-decision process related to WBDE (no knowledge, knowledge, or persuasion) and about 30% were in later stages (decision or implementation). Faculty members' stage differed significantly by professional area, level of education, teaching experience, and distance education experience. Gender, age, and academic rank had no significant influence on faculty members' stage. CAU faculty tended to agree with the existence of the five attributes of WBDE (relative advantage, compatibility, complexity, trialability, and observability). Professional area, gender, age, level of education, and academic rank had no significant influence on the five perceived attributes. Teaching experience had no significant influence on the five perceived attributes, except compatibility. Distance education experience had no significant influence on the five perceived attributes, except compatibility and observability. CAU faculty perceived ten factors (concerns about time, concerns about incentives, WBDE program credibility, financial concerns, planning issues, conflict with traditional education, fear of technology, technical expertise, administrative support, and infrastructure) as moderate barriers to diffusion of WBDE. Age, level of education, academic rank, and teaching experience had no significant influence on faculty perception about the ten barriers. Professional area and gender had no significant influence on faculty perception about the ten barriers, except concerns about time. Distance education experience had no significant influence on faculty perception about the ten barriers, except conflict with traditional education. Faculty members' stage in the innovation-decision process had no significant influence on faculty perceptions about relative advantage of WBDE and nine of the ten barriers. Faculty members' stage in the innovation-decision process, however, did have a significant impact on faculty perception about compatibility, complexity, trialability, observability of WBDE, and WBDE program credibility as a perceived barrier. Relative advantage, compatibility, complexity, and trialability were correlated with at least one of the ten barriers. Observability was not related with any of the barriers.

Book Beyond the Online Course

Download or read book Beyond the Online Course written by Anthony A. Pina and published by IAP. This book was released on 2016-05-01 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

Book Sustainable Food Security

Download or read book Sustainable Food Security written by and published by Mittal Publications. This book was released on 2010 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contributed articles.

Book Faculty Perceptions about Attributes and Barriers Impacting the Adoption and Diffusion of Web Based Educational Technologies WBETs at the University of Cape Coast and the University of Ghana Legon

Download or read book Faculty Perceptions about Attributes and Barriers Impacting the Adoption and Diffusion of Web Based Educational Technologies WBETs at the University of Cape Coast and the University of Ghana Legon written by Jemima Abena Yakah and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine faculty perceptions about factors impacting the adoption and diffusion of Web-Based Educational Technologies (WBETs) at the University of Cape Coast and the University of Ghana, Legon. This study, based on Rogers' theory of adoption and diffusion, is a modified replication of a study by Li (2004), in the context of Ghana. Data were collected with a modified instrument created by Li (2004), from 61 teaching faculty out of a target accessible population of 200. The instrument comprised of four sections: The first, was used to collect data about faculty stage in the innovation development process. The second was used to collect data describing five attributes (relative advantage, compatibility, complexity, trialability, and observability) impacting the adoption and diffusion of WBETs. The third was used to collect data about ten barriers (concerns about time, concerns about incentives, program credibility, financial concerns, planning issues, conflict with traditional education, fear of technology, technical expertise, administrative support, and infrastructure) impacting the adoption and diffusion of WBETs. The fourth section was used to collect data on personal characteristics of the faculty. Descriptive, correlational and regression analyses were used to examine relationships between faculty personal characteristics, stage in the innovation-decision process, and perceptions of attributes and barriers impacting the adoption and diffusion of WBETs. From the descriptive results, respondents perceived "relative advantage" and "observability" as the two most important attributes that impact the adoption and diffusion of WBETs. Infrastructure, financial concerns, and technical expertise were perceived as posing moderate to strong barriers to the adoption and diffusion of WBETs. Only compatibility (attribute) and technical expertise (barrier) had statistically significant correlations with faculty stage in the innovation decision process. The attributes and barriers altogether explained only 10.6% and 17.3% respectively of faculty stage in the innovation decision process. Of the eight personal characteristics examined, only "experience with WBETs" had a statistically significant correlation with faculty stage in the innovation-decision process. Recommendations to administrators and policy makers include allocating investments and resources that promote attributes and eliminate barriers, and conduct further research into factors that affect the adoption and diffusion of WBETs.

Book Dissertation Abstracts International

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Faculty Perceptions of an Online Graduate Degree in History

Download or read book Faculty Perceptions of an Online Graduate Degree in History written by Agnes Virginia Maddox and published by . This book was released on 2010 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book What Motivates Faculty to Teach in Distance Education

Download or read book What Motivates Faculty to Teach in Distance Education written by Ruth Gannon-Cook and published by University Press of America. This book was released on 2010-10-14 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: What Motivates Faculty to Teach in Distance Education? provides seminal data on what has been found to best motivate faculty to teach online. This information is critical to most universities because, in order to stay competitive, many will increase their online course offerings. Faculty will be needed to design and teach these programs.

Book Indicators of Quality in Internet based Distance Education

Download or read book Indicators of Quality in Internet based Distance Education written by Deborah A. Halik and published by . This book was released on 2005 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Faculty Perceived Barriers of Online Education at a Midwestern University in Ohio

Download or read book Faculty Perceived Barriers of Online Education at a Midwestern University in Ohio written by Juenethia Tooson Fisher and published by . This book was released on 2020 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many institutions have adopted best practices in the design of online education programs. However, the literature indicates that there is a need for continued research in the area of evaluating and examining online faculty satisfaction levels and self-perceived barriers in relation to online education. This study extended research conducted by Lloyd et al. (2012) and investigated faculty perceived (interpersonal, institutional, training/technology, and cost/benefit) barriers to online education. Statistical analysis revealed three major items: (1) faculty continues to experience barriers to online education; (2) faculty is receiving training and guidance in order to become more comfortable, and knowledgeable in online settings; and, (3) as faculty online experience increases, the perceived barriers decrease. Additionally, faculty provided detailed comments validating ongoing interpersonal, institutional, training/technology, and cost/benefit analysis barriers in online education. Higher education's online programs will benefit from intense professional development, training, as well as, open conversations including focus groups, composed of administration, faculty, and students.

Book Perceptions of Faculty on Quality Benchmarks in Interactive Video and Web Based Distance Learning

Download or read book Perceptions of Faculty on Quality Benchmarks in Interactive Video and Web Based Distance Learning written by Steve Mitchell and published by . This book was released on 2005 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This exploratory correlational study incorporating descriptive methodologies examined faculty perceptions of both the degree of presence and magnitude of importance of quality benchmarks in postsecondary distance delivered instruction. Two separate and distinct instruments were used in the study; 1) an author/researcher developed demographic instrument, and 2) the Quality On-Line Benchmarks. The quantitative demographic instrument, consisting of nine closed-end questions, was used to acquire faculty related information. The Quality Benchmark instrument was comprised of 24 Likert-scale questions used to assess factors directly related to postsecondary distance delivered instruction. These 24 questions were grouped into seven categories. Two separate Likert scales measured faculty perception of the degree of presence and level of importance of these individual categories. Both instruments, utilizing paper-and-pencil instruments, were distributed to all faculty at a Midwestern community college academic partnership. A total of 84 participants were included in the census sample with an aggregate return rate of 58.33 percent. The study incorporated three independent and fourteen dependent variables. Instructional mechanisms were classified as independent variables. The domains or benchmark categories within the quality survey were considered dependent variables. Additionally, the degree of presence and the perception of relative importance of each domain were also investigated for IVDL and Internet instructors, and the perception of relative importance for F2F instructors, yielding a total of 14 dependent variables. Fourteen research hypotheses were tested, consisting of 12 one-tailed and two null hypotheses. Descriptive analytical techniques revealed the affirmation of seven hypotheses and the rejection of the two null hypotheses. Specifically, faculty reported the level of importance of: a) institutional support, b) course development, c) course structure, and d) faculty support as higher in Internet courses than in Interactive Video Distance Learning (IVDL) courses. Additionally, the degree presence of: a) course development, b) course structure, and c) faculty presence was reported as higher in Internet courses than in IVDL courses. Lastly, faculty perceptions of the equivalency of both presence and importance of evaluation and assessment in both learning environments (i.e., Internet IVDL) were rejected"--P. iii.

Book Resistance Reluctance and Revelation Examining Faculty Perceptions of Online Learning Options at a Faith based University

Download or read book Resistance Reluctance and Revelation Examining Faculty Perceptions of Online Learning Options at a Faith based University written by Daniel Hall and published by . This book was released on 2015 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growth of online education and its seemingly fixed place in higher education, online education is still opposed, or at least viewed with suspicion by many faculty (Allen & Seaman, 2013). Faculty opposition of online education can be expressed in myriad ways, most prominently through shared governance, which can directly limit or completely block online education from occurring at an institution. This case study revolved around a non-profit, Faith-Based university (FBU) that is a newcomer to the inclusion of online coursework. This study sought to investigate the rationale faculty may have towards their support or opposition to online education by using mixed methods to bring to light the beliefs faculty have about online education. In examining the beliefs faculty at FBU have towards online education, this study also prompted faculty to reflect on whether their beliefs about online education have changed since the inclusion of online coursework at FBU, and if so, what factors may have contributed to the evolving beliefs. Data collected from 54 survey respondents and 12 faculty interviews helped to capture these beliefs. The findings showed that faculty, on average, felt that the impact of online education on the quality of educational experience would be slightly diminished at the undergraduate level but slightly enhanced at the graduate level. Faculty who indicated evolving beliefs or opinions about online education cited various catalysts. These catalysts fell into 3 categories: external factors- related to economic viability, changes in the higher education environment, and access; information and opinions gather from trusted sources- which would include literature, colleagues, and professional organizations; and personal experience- which stemmed from a direct personal involvement in teaching and/or learning experiences within the online environment. Findings were examined through the theoretical framework of Rokeach's (1989) model of belief systems. This model may suggest that beliefs about teaching and learning are closely connected to one's identity and are thus highly resistant to change. Accepting and implementing new or different methods of teaching and learning, such as the teaching and learning occurring in online education, might require a major reorganization of beliefs about oneself.

Book Overcoming Barriers

Download or read book Overcoming Barriers written by Matthew Meyer and published by . This book was released on 2012 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: