Factors Influencing Faculty Use of Technology in Online Instruction: A Case Study

Elizabeth Reed Osika · Rochelle Y. Johnson · Rosemary Buteau

105 citations0/0 files storedOnline journal of distance learning administration

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Online and Blended Learning Educational Innovations and Challenges Technology-Enhanced Education Studies

Abstract

Online education has become a staple of higher education institutions. In the latest survey conducted by the Sloan Foundation, it was found that over two-thirds of higher education institutions were offering a variety of online courses and programs. According to Allen and Seaman (2008), over 20% of all students took at least one online course in 2006 and this is projected to continue to increase over time. However, observations at a specific urban university in the mid-west, shows vast variation in terms of faculty who choose to utilize online instructional technologies and a significant lag in desired online development. With the

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References

1973Higher education as a filter 2005Teacher pedagogical beliefs: The final frontier in our quest for technology integration?2007Online Nation: Five Years of Growth in Online Learning.2002Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics 2006The digital divide: the special case of gender 2002Effects of Technology Integration Education on the Attitudes of Teachers and Students 2000Integrating Teaching Styles and Learning Styles with Instructional Technology 2002Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology

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2017Experienced online instructors: beliefs and preferred supports regarding online teaching 2022Persistence and Dropout in Higher Online Education: Review and Categorization of Factors 2018Factors Influencing Academic Performance of Students in Blended and Traditional Domains 2021The effect of external factors in use of technology among Ha’il university academic faculty: evidence from Saudi Arabia

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