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Learning to teach with the web: Factors influencing teacher education faculty
ARTICLE

Internet and Higher Education Volume 7, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with WebCT. Results suggest that university faculty were influenced by both intrinsic factors (including convenience, comfort, common interests, and future purposes) and an extrinsic factor (external pressures). This research suggests that these factors also contributed to the faculty's satisfaction with the professional development. A follow-up interview explored how faculty coped with budgetary limitations and encouragement to pursue other distance education technologies.

Citation

Grant, M.M. (2004). Learning to teach with the web: Factors influencing teacher education faculty. Internet and Higher Education, 7(4), 329-341. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2004.09.005

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