You are here:

Implementation of electronic learning within campus institutions of higher learning: Faculty motivators and inhibitors
DISSERTATION

, Capella University, United States

Capella University . Awarded

Abstract

The rapidly changing technology environment of higher education has pressured many campus colleges and universities to expand their course delivery by offering both traditional-classroom and electronic-learning (e-learning) options. Many faculty members remain entrenched in traditional roles supported by teacher-centered pedagogy at campus institutions. The phenomenological study has sought to gain a clearer understanding of the experiences of faculty members within campus institutions of higher education who teach e-learning courses. The research investigated challenges encountered by educators with the inherent absence of physical presence. A qualitative design facilitates “drilling down” to specific faculty motivators and inhibitors with regard to engaging e-learning technology. A questionnaire designed specifically for the interpretive study collected data toward ultimate determination of faculty perceptions and attitudes toward such technology.

The research also sought to gain a clearer understanding of the social and cultural contexts within which educators practice. The key components of data collection included interviews, administration of the study questionnaire, participant observation, and document review. The ultimate goal of the research is to introduce a new dimension of factors motivating and inhibiting the use of e-learning technology by educators within campus institutions. The findings can increase personal and institutional capacity through greater awareness of the pedagogical issues surrounding the e-learning environment. This could, in turn, result in increased faculty acceptance of e-learning, increased support of policy makers, and encouraged faculty who are new to the e-learning environment. The practical implications are that an understanding of the described motivators and inhibitors from the perspectives of campus faculty can provide administrators an “edge” in the implementation of e-learning programs.

Citation

Tedeschi, R.J. Implementation of electronic learning within campus institutions of higher learning: Faculty motivators and inhibitors. Ph.D. thesis, Capella University. Retrieved April 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com

Keywords