E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators

Panda, Santosh; Mishra, Sanjaya

doi:10.1080/09523980701680854

Cited by 190 publications

(160 citation statements)

References 22 publications

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“…Several previous studies have mixed views regarding this, Teo [42], Teo, Lee, & Chai [37], Panda, & Mishra [102] indicated that facilitating conditions might have influence on the adoption of new technologies, while Pynoo et al [101] showed that facilitating conditions had no impact on intention to use ICT by teachers, rather it affected the actual use. As found in the qualitative interviews, the facilitating conditions for the schools in this study were poor.…”

Section: H Facilitating Conditions and Behavioural Intention To Use mentioning

confidence: 92%

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Alshmrany¹,

Wilkinson²

2017

ijacsa

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Abstract-Information and communication technology (ICT)has become part of everyday life for the many people in business, entertainment, education and many other areas of human activity. Students in primary school are just beginning to learn and accept new ideas, show a maturing creativity, develop critical thinking and decision making skills. ICT enriches all these processes. In education, the successful integration of ICT into learning and teaching depends on teachers' attitudes and their ability to use communication technologies, not just competently, but with skill and imagination. Experience is required with the medium, however, but ICT use in education has been largely ignored in Saudi Arabia. The study described here investigated the factors influencing the adoption of ICT as a teaching tool by teachers at Saudi Arabian primary schools. Analysis of the data showed computer literacy and confidence with technology registered a significant positive effect on the study, participants' effort expectancy, which in turn positively influenced their behavioural intention to adopt ICT. On the other hand, Saudi culture, social conditions, system quality, and other obstacles discourage the uptake of ICT by primary school teachers. The findings of this study will assist the Saudi government to enhance the positive factors and eliminate or reduce the negative factors to ensure successful adoption of ICT in primary education by teachers.

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Section: H Facilitating Conditions and Behavioural Intention To Use mentioning

confidence: 92%

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Alshmrany¹,

Wilkinson²

2017

ijacsa

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“…Panda & Mishra (2007) Faculty were less satisfied with teaching online when they had technical problems.…”

Section: Resultsmentioning

confidence: 99%

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Wingo

Ivankova

Moss

2017

OLJ

249

193

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Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that have influenced faculty's adoption of online delivery methods for courses and their willingness to continue to teach online. This paper presents the results of a synthesis of 67 empirical studies about faculty teaching online published between 1995 and 2015, using TAM2 constructs as an organizing framework. This validated model provided a lens for understanding research about faculty perceptions of the user-friendliness and ease of use of technology for online course delivery, as well as the overall experience of teaching online. Studies in this review revealed concerns among faculty regarding their perceived barriers to student success in online classes, uncertainty about their image as online instructors, technical support needs, and their desire for reasonable workload and manageable class enrollments in online classes.

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“…In more recent literature, many of the same themes appear. Reasons cited for resistance to adoption relate to workload, lack of experience, accessibility, connectivity, and lack of institutional infrastructure to support e-learning (Allen & Seaman, 2006;Bolliger & Wasilik, 2009;Cook, Ley, Crawford, & Warner, 2009;Georgina & Olson, 2008;Kennedy, Jones, Chambers & Peacock, 2011;Panda & Mishra, 2007;Ward, Peters & Shelley, 2010).…”

Section: E-learning: the Faculty Perspectivementioning

confidence: 99%

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

Carter

Salyers

Myers³

et al. 2014

cjsotl-rcacea

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This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and webconferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments.Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.Cet article présente les résultats qualitatifs d'une étude de recherche à méthodes mixtes menée dans trois établissements canadiens d'études supérieures. L'étude, intitulée « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des expériences d'enseignement et d'apprentissage de professeurs et d'étudiants ainsi que leurs perceptions des avantages et des défis de l'apprentissage électronique. Chose importante, l'apprentissage électronique a été conceptualisé pour que soient intégrés la pédagogie, la technologie éducative et l'emploi d'internet pour former des environnements d'enseignement et d'apprentissage. Sur la base de cette définition, les participants se sont penchés sur l'apprentissage électronique par rapport à un ou plusieurs des contextes suivants : la salle de classe en situation de face-à-face, où des technologies éducatives (par ex. systèmes de gestion de l'apprentissage, vidéo-conférences et conférences web, appareils mobiles) sont utilisées, des environnements mixtes ou optimisés par le web et des environnements d'apprentissage entièrement en ligne.Les données recueillies lors de l'étude comprennent des données d'enquête (n=1377 pour les étudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les étudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les étudiants, n=33 pour les professeurs). Les deux derniers ensembles de données constituent la base de cet article. Quat...

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E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators

Cited by 190 publications

References 22 publications

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

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