Empowering academics to be adaptive with eLearning technologies: An exploratory case study

Abstract

This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n = 22) and a comparative control group (n = 7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group’s experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development.

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19

“…Fostering acceptance of e-learning Academics are often slow to embrace e-learning but are required to adapt positively to changes resulting from technology (Flavell, Harris, Price, Logan, & Peterson, 2019), and one of the best ways to foster adaptive learning of technology is to improve instructor and student self-efficacy (Solangi, Shahrani, & Pandhiani, 2018). Flavell et al (2019) state that one of the ideal ways to empower academics to be adaptive with e-learning is to engage them in recreational activities such as reading on technological devices for pleasure, playing games, or using social media. This makes users comfortable with the e-learning and also increases their self-efficacy.…”

Zeetings review: The mash-up of powerpoint and polling

“…However, a more holistic reason is my desire for academic professional development sessions to help our Academics to be agile and adaptive in today's age of EdTech pedagogy. Many academics engage in online technology lessons that have been designed or presented by tech-savvy hosts who do not possess educational expertise, which often does not lead to practical, transferrable classroom skills (Flavell et al, 2019). That is why I embedded situated learning into my session, by having the lesson participants use Zeetings while learning a different topic, rather than Zeetings being the topic itself.…”

Preservice Teachers' Adoption of a Makerspace

“…Perceived usefulness and perceived ease of use increase an educator's willingness to adopt a new technology tool (Flavell et al, 2019;Kukul, Ünal, Karataş, Çakmak, Yılmaz, & Ömeroğlu, 2018;Shittu, Kareem, Objelodan, & Fakomogbon, 2017). Furthermore, those who enjoy challenges may be more willing to try something new (Flavell et al, 2019).…”

“…Perceived usefulness and perceived ease of use increase an educator's willingness to adopt a new technology tool (Flavell et al, 2019;Kukul, Ünal, Karataş, Çakmak, Yılmaz, & Ömeroğlu, 2018;Shittu, Kareem, Objelodan, & Fakomogbon, 2017). Furthermore, those who enjoy challenges may be more willing to try something new (Flavell et al, 2019). Teachers' psychological factors, ranging from a willingness to take risks, fear of failure, a lack of confidence, and general technology anxiety influence perceived usefulness and perceived ease of use (Flavell, Harris, Price, Logan, & Peterson, 2019).…”

“…Furthermore, those who enjoy challenges may be more willing to try something new (Flavell et al, 2019). Teachers' psychological factors, ranging from a willingness to take risks, fear of failure, a lack of confidence, and general technology anxiety influence perceived usefulness and perceived ease of use (Flavell, Harris, Price, Logan, & Peterson, 2019). Figure 1 shows the Technology Acceptance Model.…”