Faculty Attitudes toward Web-Based Instruction May Not Be Enough: Limited Use and Obstacles to Implementation

Abstract

Data from 87 out of 250 faculty (34% response rate) responded to a two-page survey on Internet usage, attitudes, and perceived benefits and shortcomings. Overall, 73.6% of the faculty indicated a positive view of using the Internet for instructional purposes and 69.4% believed that the Internet is an effective teaching tool. However, only about one-half (47%) of our sample currently use online didactic approaches to present material in their courses. Also, 58.1% of faculty respondents indicated that they had either “no” or “very little” formal training in the use of the Internet as an instructional method. The distinction between attitudes and behavior is discussed and strategies for the enhancement of formal training of faculty are presented.

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

“…This appears to be compounded by confusion amongst academics and nurse educators about how best to facilitate such learning (Ip et al, 2007;Kenny, 2002;McVeigh, 2008). Furthermore, colleagues may not be sufficiently prepared or supported in carrying out these fairly demanding and timeconsuming processes and may need to engage with a whole new set of teaching and learning skills in order to do so (McPherson and Nunes, 2004;Vodanovich and Piotrowski, 2005). However, nurse educators have a key role to play in terms of modelling the significance of ICT and e-learning skills in relation to nursing practice, particularly in respect of data recording, managing information and developing information literacy skills.…”

Concerns and perceptions of faculty using Web-based instructional technology.

“…Research has suggested that the lack of more advanced applications of the Internet in the courses may be due to the lack of competence and proper training in such advanced applications (Vodanovich & Piotrowski, 2005).…”

“…Most of the literature looking at the implementation ofWBIT focuses on faculty technology usage, faculty attitudes and concerns regarding the use of technology, and faculty perceptions toward the incorporation of technology into instruction (Aust, Newberry, O'Brien, & Thomas, 2005;Crooks, Yang, & Duemer, 2002;Inman & Mayes, 1998;Vodanovich & Piotrowski, 2005). Conversely, empirical research that examines institutional support concerning technology implementation in higher education has received significantly less attention.…”

“…The extent and nature of WBIT application in higher education is still varied and in many cases is limited to a few isolated instances (e.g., e-mail communication and posting assignments) (Groves & Zemel, 2000;Vodanovich & Piotrowski, 2005). "It is still unclear whether resistance to change within the academy constitutes anything other than rearguard action" (Annand, 2007, p. 31); however, Vodanovich and Piotrowski (2005) suggest that the lack of more advanced applications of Internet in the courses might be due to the lack of competence and proper training in such advanced applications.…”

“…"It is still unclear whether resistance to change within the academy constitutes anything other than rearguard action" (Annand, 2007, p. 31); however, Vodanovich and Piotrowski (2005) suggest that the lack of more advanced applications of Internet in the courses might be due to the lack of competence and proper training in such advanced applications.…”