Faculty and Student Use of Technologies, User Productivity, and User Preference in Distance Education

Zhao, Jensen J.; Alexander, Melody W.; Perreault, Heidi; Waldman, Lila; Truell, Allen D.

doi:10.3200/joeb.84.4.206-212

Cited by 37 publications

(28 citation statements)

References 11 publications

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“…When moving to a distance format, an instructor cannot simply replicate what is done in a traditional classroom (Chaney et al 2008;Dykman and Davis 2008c;Keramidas et al 2007;Tallent-Runnells et al 2006;Vaughn 2007;Zhao et al 2009). When designing a distance course, two separate components that interact with each other in course delivery must be considered: instructional design and technical design (Ellis et al 2009;Harris et al 2009;Keramidas et al 2007.).…”

Section: What Should Faculty Know When Considering Technology and Dismentioning

confidence: 97%

“…First, one must consider the institution's commitment and capabilities; the students' needs, capabilities, and access; and the instructor's skills (Keramidas et al 2007;Zhao et al 2009). If there is a market in the student population for learning in new formats, the institution and department's commitment to these learning formats and the support to help instructors use the formats have to be the first considerations.…”

Section: What Should Faculty Know When Considering Technology and Dismentioning

confidence: 99%

“…The students taking advantage of educational opportunities made available by new technology include (a) students with physical disabilities (Crow 2008;McNab 2005;Musick 2001;Spaniol et al 2006), (b) students in rural areas who would find it difficult to relocate (Chaney et al 2008;Majeski and Stover 2007;Owens et al 2009;Ozdemir and Abrevaya 2007), (c) parents with children who find it difficult to leave the home (Carnevale 2002;Ke and Xie 2009), (d) military personnel serving their country in remote locations (McMurry 2007), (e) students working full time who have no flexibility in their schedule (Talbert 2009), and (f) urban students who find it easier to time-shift rather than space-shift (Whitaker 2007;Zhao et al 2009). …”

mentioning

confidence: 98%

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Using Technology to Enhance Higher Education

Renes

Strange

2010

Innov High Educ

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Whether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference, or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning, and what instructors should know about distance education before they begin teaching with this kind of delivery.

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Section: What Should Faculty Know When Considering Technology and Dismentioning

confidence: 97%

Section: What Should Faculty Know When Considering Technology and Dismentioning

confidence: 99%

mentioning

confidence: 98%

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Using Technology to Enhance Higher Education

Renes

Strange

2010

Innov High Educ

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“…Understanding new information and communication technologies is essential for administrators of higher education systems from both a local and global perspective (Zhao, Alexander, Perreault, Waldman, & Truell, 2009). To open many global markets, higher education institutions are more important than ever as media for a wide range of relationships and continuous flow of resources (Zhu, 2015).…”

Section: The Influence Of Technology In Higher Educationmentioning

confidence: 99%

Global Higher Education: Development and Implications

Lemoine¹,

Jenkins²,

Richardson³

2017

JED

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Global higher education is experiencing a myriad of challenges that impact the performance and application of education throughout the world. Globalization is a force that encompasses the virtual economy and how knowledge and information are shared and used. Higher education is seen as the primary vehicle for nations to improve the economic conditions for citizens in this new economy. Concurrently, technology has impacted the ability of higher education to respond the multiple difficulties of virtual learning, increased communication efficiency and how to respond to the anytime, anywhere learning demands. Global higher education continues to develop and evolve and global leaders should recognize the essential mission of global higher education to the creation, exchange and implementation of knowledge in a global marketplace.

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“…The results from the student were largely in alignment with those of Russell et al (2009), except for use of voicemail. Zhao et al (2009) describe the need to treat current and emerging technologies differently from those of the past. The capabilities now possible are unprecedented and should be examined fully for effectiveness and efficiency measures.…”

Section: Training Requirements and Implicationsmentioning

confidence: 99%

Technology Use in Higher Education Instruction

Elzarka

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The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students whose relationships with technology are increasingly native, among others. The significance of the current study is based on the fact that few prior studies focused on the factors that support, or inhibit, the use of educational technology by faculty in schools of education. The data collection instrument was a survey designed by the principal investigator based on review of the literature and professional experience. Five constructs were addressed by the survey: institutional policies, belief in the learning benefits, efficacy with integrating technology with content, barriers to technology use, and personal uses of technology. The survey was administered online and targeted 379 full and part time faculty in schools of education throughout the U.S. A total of 203 faculty members responded which was a response rate of 53%. Several path analyses were conducted to determine the variables that most related with the dependent variable, rate of technology adoption for professional instructional purposes. The variable that had the strongest relationship with the adoption rate for professional use was the adoption rate for personal use. This held true for all subgroups except part-time and older faculty. Suggestions for future research include the use of additional data sources to measure the variables described here. Study of the role of institutional policies in technology adoption should consider administrator perspectives in addition to those of faculty. Study of learning benefits should consider students' views in addition to those of faculty. Finally, efficacy variables should consider perspectives of college leaders and administrators.v Acknowledgement

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Faculty and Student Use of Technologies, User Productivity, and User Preference in Distance Education

Cited by 37 publications

References 11 publications

Using Technology to Enhance Higher Education

Using Technology to Enhance Higher Education

Global Higher Education: Development and Implications

Technology Use in Higher Education Instruction

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