Instructors' Perspectives on Learning Technologies in the Multidisciplinary Faculty of Land and Food Systems at the University of British Columbia, Canada

Abstract

Abstract-The advent and rapid development of emerging technologies for teaching and learning present unprecedented opportunity for applications to higher education. Challenges arise to develop instructors' competencies and pedagogical use of learning technology to improve teaching and learning outcomes. To understand faculty members' perceptions of learning technologies and their current practices at the Faculty of Land and Food Systems, an investigation was carried out through semi-structured interviews (n=23). Instructors were aware of existing and emerging technologies but face several challenges, including: whether emerging technologies augment teaching practices to achieve the desired learning objectives, the time needed to learn, adopt and adapt the techniques, establishing priorities in an already demanding schedule, and the limitations of technical and physical resources to allow effective use of the technology. Although instructors were willing to adopt the technologies, the type of training or assistance desired was inconsistent or not clearly articulated in interviews. Participants were positive about opportunities to communicate and share experiences with fellow instructors, but that emerging technologies require training. This training should be recognized as professional development considered in employee reviews and evaluations, and incentivized by incorporating it into career enhancement programs.