Examination of attitudes towards teaching online courses based on theory of reasoned action of university faculty in Taiwan

Abstract

This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full-time university faculty in the HR field in Taiwan regardless of their experience in the teaching online courses of any kind. Survey development included a detailed literature review to identify beliefs that guided measurement construction and followed the guidelines recommended by Ajzen and Fishbein to ensure construct validity. Data were collected on TRA constructs and demographic variables using the questionnaire mailed to 278 faculty members targeted for the study. A 42% (n = 116) response rate was achieved after one round of the follow-up through emailing. The significant predictor variables, attitude and subjective social norm were confirmed. In other words, results of analyses evidenced the contribution of TRA to explaining the underlying beliefs that enhance or thwart participation. Additionally, faculty in this study possessed positive attitudes towards the participation in online teaching, and further analyses supported the use of TRA in this research context

Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry

“…When introducing PRS to a class, allowing both students and teachers to become incrementally accustomed to its use is advisable (Orzechowski, 1995). In addition to student perceptions, what teachers perceive to be the value and benefits of any particular technology to instruction is also critical (Chen & Chen, 2006), but receives less attention in PRS-related research. Current research on the efficacy of PRS as an alternative assessment approach in promoting student learning still lacks the required control designs as indicated in the earlier discussion.…”

Creencias de profesores en formación sobre el uso de Pizarras interactivas de bajo costo

“…La visión generalizada que las creencias pedagógicas de los docentes genera resistencia al cambio (Haney et al, 1996), y en consecuencia que persistan las prácticas didácticas tradicionales (Lim and Chan, 2007;Niederhauser and Stoddart, 2001), remite a considerar tres aspectos en concreto para el análisis de los factores que influyen en la efectiva integración curricular de las pdi: un factor personal que evalúa la afiliación en prácticas mediadas por la tecnología, un factor contextual o social que ejerce presión sobre las decisiones y un factor de control sobre lo que el profesor estima ser capaz de hacer o utilizar, y provoca la percepción que implementar las ti sea fácil o difícil (Reyes-González and Martín-García, 2016). En este sentido, la Teoría del Comportamiento Planificado 2 (Ajzen, 2005(Ajzen, , 1985 y su predecesora la Teoría de la Acción Razonada Ajzen, 2011, 1975) ofrecen una estructura conceptual y un instrumento evaluativo de reconocida eficacia en la comprensión y predicción de las conductas relacionadas con la implementación de las tecnologías infocomunicacionales en contextos formativos (Chen and Chen, 2006;Sugar et al, 2005) y estaría en consonancia con resultados similares sobre la actitud de estudiantes universitarios (Mata et al, 2016) en los dominios pedagógicos psicológicos, interacción grupal y disponibilidad de recursos.…”

The determinant of faculty attitude to academic (over-) work load: An econometric analysis

“…Some literature shows that academics have started labelling the extended working hours an "excessive work pressure" (or over-workload) (Winter & Sarros, 2002). Owing to the likely pressure of working extra hours, academics have become less enthusiastic to participate in the adoption of online instruction as a mode of teaching (Chen & Chen, 2006).…”