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Faculty perceptions of issues affecting the utilization of distance education technology: The case of New Mexico State University's College of Agriculture and Home Economics
DISSERTATION

, New Mexico State University, United States

New Mexico State University . Awarded

Abstract

In 2003, the College of Agriculture and Home Economics at New Mexico State University had only four distance education courses out of 44 listed in the online/technology-based section of the New Mexico State University, Fall 2003 Distance Education Course Schedule. The purpose of the study was to ascertain how the College's teaching faculty perceived issues influencing the utilization of distance education technologies in teaching when compared by gender, age, teaching experience, academic rank, tenure status, and courses taught utilizing distance education technology. The specific issues relating to the College teaching faculty's desire and/or motivation to utilize distance education technology explored in this study included: perceptions of their own competency with, their perceived value of, and the support infrastructures for distance education technology. The study was designed to provide baseline data that could be used for improvement of distance education in the College.

An operational replication study based on previous research was conducted using survey research methods, including descriptive and inferential statistics. A census of the teaching faculty in the College was surveyed by interdepartmental mail, with a questionnaire developed and used successfully by the previous researchers. Eighty questionnaires were returned for a response rate of 78%.

The study found that faculty perceived their own competency with distance education technology equally regardless of age, teaching experience, academic rank, or tenure status. However, male and female faculty members perceived their competency with distance education technology differently. Also, faculty members who had taught classes using distance education technology perceived their competency to be higher than faculty members who had not taught class using distance education technology. Faculty perceived the value of, and institutional support for, distance education technology equally regardless of gender, age, teaching experience, academic rank, tenure status, or whether or not they had taught a class using distance education technology. The number of courses taught utilizing distance education by the college's teaching faculty was not influenced by gender, age, academic rank, or tenure status. Support issues emerged as the most important category of barriers affecting the utilization of distance education technology by the teaching faculty in the College.

Citation

Bader, J.R. Faculty perceptions of issues affecting the utilization of distance education technology: The case of New Mexico State University's College of Agriculture and Home Economics. Ph.D. thesis, New Mexico State University. Retrieved April 22, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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