Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education

Larbi-Apau, Josephine A.; Moseley, James L.

doi:10.28945/1711

Cited by 18 publications

(9 citation statements)

References 13 publications

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“…Research pinpoints to a difference between two types of faculty utilizing ICT in their instruction; those favoring the use of new pedagogies integrated with technologies and those that resist to learning new technology-oriented approaches to teaching [34]. Some instructors feel overwhelmed by ICT and opt out of investigating the possibilities that ICT offers to education [35].…”

Section: University Instruction and Ictmentioning

confidence: 97%

The Role of Information and Communication Technologies in University Students' Learning Experience: The Instructors' Perspective

Croteau¹,

Venkatesh²,

Beaudry³

et al. 2015

2015 48th Hawaii International Conference on System Sciences

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This paper reports on a study that was undertaken to measure university instructors' perceptions of pedagogical use of various information and communication technologies (ICTs) and links these to their perceptions of effectiveness of students' learning experiences. Using a theoretically derived 54-item instrument and a rigorous probabilistic sampling strategy, survey data were collected from 2,626 instructors from 12 participating universities in Québec, Canada. Exploratory factor analyses and regression modeling demonstrate that, for the most part, effective use of office automation tools and, to some extent some text-based tools, are perceived by instructors to significantly contribute to students' learning. We however find some variance in the results when controlling for instructors' computer proficiency, faculty and gender. Results and limitations are discussed in light of current research on the role of gender, type and proficiency of ICT use as well as perceptions of teaching and learning effectiveness in higher education.

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Section: University Instruction and Ictmentioning

confidence: 97%

The Role of Information and Communication Technologies in University Students' Learning Experience: The Instructors' Perspective

Croteau¹,

Venkatesh²,

Beaudry³

et al. 2015

2015 48th Hawaii International Conference on System Sciences

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“…Since online instructors' attitudes towards the ELS have focused on opinions and perceptions of its performance, their level of e-readiness can influence their use and application of technology tools needed to assist online learners, and is reflected in successful course outcomes and user satisfaction (Hung et al 2014;Larbi-Apau and Moseley 2012). There is a need to further examine the influence of technology factors on online instructors during the phases of delivering a course apart from evaluating the technology itself (McGill et al 2011;Motaghian et al 2013;Panda and Mishra 2007).…”

Section: Online Instructor E-readinessmentioning

confidence: 98%

An assessment of online instructor e-learning readiness before, during, and after course delivery

2016

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Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and LeePost's (Decis Sci J Innov Educ 4(1): [67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83][84][85] 2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6 % e-ready, only 72.6 % were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

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“…The number of participants in our study was 217, which was sufficient to validate the instrument. Other validation studies used varied numbers of participants, ranging from 20 40 to 369. 34 The validation process used in this study included content validation through experts' opinions and construct validation through EFA.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Developing, Validating, and Implementing a Tool for Measuring the Readiness of Medical Teachers for Online Teaching Post-COVID-19: A Multicenter Study

Hosny¹,

Ghaly²,

AlSheikh³

et al. 2021

AMEP

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Background: While online education is by no means a new concept, it was recently thrust into the spotlight after school campuses all over the world were forced to close because of the COVID-19 pandemic. The sudden need to shift revealed emerging challenges to online teaching, both logistic and personal. One important challenge is the ability to assess the readiness of educators for online teaching, so that appropriate and specific feedback/training can be offered to those in need. This study aims at developing, validating, and implementing a tool to measure the teachers' readiness for online teaching in three medical schools from three different countries. Methods: This was a multi-center, cross-sectional study that involved developing a survey through review of literature and previous studies, item development and revision, and pilot testing. The survey was then distributed electronically to a convenient sample of 217 teaching faculty members of different academic ranks from three medical schools in Egypt, Saudi Arabia, and Bahrain. Exploratory factor analysis and reliability study were performed. Descriptive statistics were applied, and the statistical significance level was set at 0.05. Results: Factor analysis produced the following five factors: "Online Teaching and Course Design Skills", "Digital Communication", "Basic Computer Skills", "Advanced Computer Skills" and "Using Learning Management Systems". The tool showed high reliability (alpha = 0.94). Survey results showed highest mean scores for Basic Computer Skills with lower scores for Online Teaching and Course Design Skills and Using Learning Management Systems. ANOVA revealed statistically significant differences between the three studied schools regarding Digital Communication (F=5.13; p=0.007) and Basic Computer Skills (F=4.47; p=0.012) factors. Conclusion:The tool proved to be reliable and valid. Results indicated an overall acceptable readiness in the three involved schools, with a need for improvement in "Online Teaching and Course Design" and Using Learning Management Systems.

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Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education

Cited by 18 publications

References 13 publications

The Role of Information and Communication Technologies in University Students' Learning Experience: The Instructors' Perspective

The Role of Information and Communication Technologies in University Students' Learning Experience: The Instructors' Perspective

An assessment of online instructor e-learning readiness before, during, and after course delivery

Developing, Validating, and Implementing a Tool for Measuring the Readiness of Medical Teachers for Online Teaching Post-COVID-19: A Multicenter Study

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