I want my WebCT: The path of least resistance. Community and technical college faculty perceptions toward participation in online distance education
Glynice Humphrey Crow, The University of Alabama, United States
The University of Alabama . Awarded
The purpose of this study was to investigate the perceptions of full-time faculty members at community and technical colleges in the state of Alabama toward participation in online distance education with regard to the technologies and teaching methods, the barriers that inhibit faculty participation, and their perceptions on different strategies for increasing participation in online distance education. A comparison of faculty members' perceptions toward participation in online distance education was with respect to faculty gender, years of community or technical college teaching experience, educational level, school/program affiliation, major discipline area, experience in teaching an online course, and the individual faculty member's role in the online distance education adoption process.
A review of the literature suggested the ubiquitous nature of technology in higher education. The integration of online distance education as a viable option of course instruction is necessary for today's knowledge-based economic environment. This integration is particularly important in the community college environment, which services the needs of a diverse student population seeking employment opportunities. However, little research has focused specifically on community and technical college institutions.
The conceptual framework presented the theories of Rogers's (1995) Diffusion of Innovations and Lindquist's (1978) Strategies of Change. This framework served to outline the attribute characteristics Rogers and Lindquist determined essential in directing the diffusion of an innovation, such as online distance education and encouraging faculty participation in that innovation.
The quantitative research method used to collect data consisted of a multi-item replicated survey (French, 2001) distributed to Alabama community and technical college full-time faculty members (N = 1,890). Data analysis revealed that respondents perceived participation in online distance education differently depending on gender, level of participation, and their self-perceived diffusion of innovation role. The study revealed several significant findings and provided recommendations that might assist academic leaders in guiding the diffusion of online distance education innovation among faculty.
Crow, G.H. I want my WebCT: The path of least resistance. Community and technical college faculty perceptions toward participation in online distance education. Ph.D. thesis, The University of Alabama. Retrieved March 21, 2019 from https://www.learntechlib.org/p/121151/.
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