Higher Education Faculty Utilization of Online Technological Tools: A Multilevel Analysis
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Author
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Nov 14, 2016 in Washington, DC, United States
Abstract
As online learning and the use of online technological tools in higher education continues to grow exponentially, higher education faculty are expected to incorporate these tools into their instruction. However, many faculty members are reluctant to embrace such tools, for a variety of professional and personal reasons. This study employs survey data from the 2012 Ithaka S+R faculty survey utilizing a multi-level binary (HGLM) model in order to explore the relationship between academic field, gender, age, years of experience and years in current position and the likelihood that faculty will utilize online technological tools in their instruction. The analysis found that only gender was a significant predictor of faculty online tool usage, when accounting for all other covariates, while the other predictors of age, years of experience and years in position were only significant when analyzed individually. The cluster variable field was not found to be statistically significant.
Citation
Moore-Adams, B.L. (2016). Higher Education Faculty Utilization of Online Technological Tools: A Multilevel Analysis. In Proceedings of E-Learn: World Conference on E-Learning (pp. 1213-1220). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/p/174065.
© 2016 AACE