You Can Teach an Old Dog New Tricks: The Faculty's Role in Technology Implementation

White, Jill T.; Myers, Susan

doi:10.1177/108056990106400310

Cited by 14 publications

(10 citation statements)

References 2 publications

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“…In response, colleges and universities have developed more professional training for current and future teachers to improve their classroom technology skills. As noted by White and Myers (2001, p. 99):The primary concern of time needed to implement online instruction is a realistic one. Faculty should recognise that the most time for course development occurs in the initial planning stages.…”

Section: Introduction To Online/face‐to‐face Educational Programs and The Concepts Of E‐learningmentioning

confidence: 99%

“…Specifically, the results of their research concluded that:most online students were 25 years old or older;more women were taking online courses than men;the racial/ethnic breakdown of online learners was comparable to higher education in general where the majority of students were White, non‐Hispanic;most online students worked in excess of 30 hours per week;the majority of online students were taking their first online course;online students have a wide range of computer expertise, and roughly three‐quarters of the survey respondents reported their computer expertise as between novice and intermediate levels; andthe most common reason why online students chose to take courses online was the convenience/flexibility of online education.Obviously, there is considerable concern that the students’ abilities are of a level such that they are able be academically successful in such a fast‐paced, technologically oriented environment. According to White and Myers (2001), from interviews and responses to a questionnaire at the beginning of the measured online course, students were concerned about their technical skills. They were more concerned about successful completion of required coursework, since several students stated that this was their first experience using instructional technology and they were not confident that they could navigate through the course without the constant supervision of a physically present instructor.…”

Section: Introduction To Online/face‐to‐face Educational Programs and The Concepts Of E‐learningmentioning

confidence: 99%

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Managerial implications of computer‐based online/face‐to‐face business education: a case study

Smith

Rupp

2004

Online Information Review

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Online business education is becoming increasingly common in tertiary education in response to the growing needs of a changing student population. E‐learning and teaching online business have unique challenges when compared to their more traditional classroom counterparts, which promotes the concepts of a nimble organisation from the managers’ perspective. A recent survey of 35 students at a major private university in Pittsburgh, Pennsylvania, who were chosen based on recent successful participation within the past calendar year in an online computer‐based college‐credit business course, were asked to respond to a number of questions concerning their personal experience with online business education. The results of this study essentially designed a profile of the typical online business education student. As increases in technology require careful consideration of its effects in the classroom for both students and practitioners, the major purpose of this research is to gauge the popularity and convenience of online education as a viable choice among students. The majority of respondents considered themselves to be either intermediate or advanced computer users; 80 percent of the respondents work either full or part‐time; 68 percent of the respondents were 25 years of age or older and all were participating in their first online business education class.

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Section: Introduction To Online/face‐to‐face Educational Programs and The Concepts Of E‐learningmentioning

confidence: 99%

Section: Introduction To Online/face‐to‐face Educational Programs and The Concepts Of E‐learningmentioning

confidence: 99%

Managerial implications of computer‐based online/face‐to‐face business education: a case study

Smith

Rupp

2004

Online Information Review

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“…research had been done on the use of information technology by academics in higher education. Subsequent studies have focused primarily upon the barriers and concerns encountered in using technology (Adams, 2002;Neal, 1998), stages of adoption (Hall, Wallace, & Dossett, 1973;Sherry, 1998), and the training required to either put courses on the Web or to develop skills in teaching online (Crawford, 2003;White & Myers, 2001). Studies targeting faculty use of technology in higher education have largely focused upon attitudes, beliefs, self-efficacy, and a variety of other social cognitive and demographic factors (Dusick, 1998;Groves & Zemel, 2000;Mitra, Steffensmeier, Lenzmeier, & Massoni, 1999;Sahin & Thompson, 2007).…”

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confidence: 99%

Technology Adoption into Teaching and Learning by Mainstream University Faculty: A Mixed Methodology Study Revealing the “How, When, Why, and Why Not”

Nicolle

Lou

2008

Journal of Educational Computing Research

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This mixed methodology study was designed to examine the factors and the process by which mainstream university faculty members adopt and implement technology in teaching and learning. Data were collected through a survey administered to faculty from 3 academic colleges (N = 117) and interviews of selected survey respondents (N = 9). Path analysis of survey data resulted in path coefficients indicating relationships between variables and significant direct effects to variables. Interview data were analyzed through constant comparative analyses. Patterns of perceptions and usage among participants emerged, providing rich data that triangulates with survey and path analysis findings. The results suggest that peer interactions and collegiality are significant direct effects in helping faculty members learn new innovations and strategies. The findings have important implications for informing the design of professional development for faculty adoption of technology.Within the realm of tertiary-level education, there is an increasing effort for the acquisition, implementation, and institutionalization of the skills and strategies necessary for the effective and integral use of technologies in teaching and learning. A little more than a decade ago, Schwieso (1993) noted that little 235

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“…As pointed out in research on WebCT adoption by White and Myers (2001), instructor buy-in is critical to technology introduction because the instructor has such a large stake in a course redesign. In this case, extensive instructor time was invested in course redesign (new technology-centric notes, prequizzes, exercises, data sets, website development, etc.…”

Section: Course Effectiveness-instructor Assessmentmentioning

confidence: 99%

Evaluating the Integration of Technology into Business Statistics

Gorman

2008

INFORMS Transactions on Education

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T his research explores the use of computer technology (specifically Microsoft Excel spreadsheets and the WebCT content delivery and student evaluation mechanism) as enablers of content delivery and as ways to improve pedagogy and learning. I evaluate the effect of these technologies on course delivery in Introductory Business Statistics, a sophomore-level required business course, but the lessons learned may apply to any analytical subject in the OR/MS field. I compare two different course offerings, a "technology light" version and a "technology centric" version, for both student satisfaction level (based on standard student evaluations) and level of learning achieved (based on student scores on a common course final), as well as provide an evaluation from the instructor perspective. The efficiency of instructor time and class time improves with technology, after initial startup costs are incurred. Technology components are generally well-received by students, and final test scores improve. I hypothesize that the increase in the students' outside-of-class workload and the assessment enabled by the technology may adversely affect student evaluations.

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You Can Teach an Old Dog New Tricks: The Faculty's Role in Technology Implementation

Cited by 14 publications

References 2 publications

Managerial implications of computer‐based online/face‐to‐face business education: a case study

Managerial implications of computer‐based online/face‐to‐face business education: a case study

Technology Adoption into Teaching and Learning by Mainstream University Faculty: A Mixed Methodology Study Revealing the “How, When, Why, and Why Not”

Evaluating the Integration of Technology into Business Statistics

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