Teach Online Or Not
Factors Affecting Faculty Members' Decision
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This work investigated the important factors influencing faculty members decision to use or not to use any form of online course management applications (OCMA) in higher education. Today, with the rapid growth of the Internet, many higher educational institutions are using technology in courses or offering online courses and programs. With training and support, many faculty members use some form of OCMA in their teaching, but some faculty members choose not to. Administrators may benefit from understanding faculty use of general technology in teaching in higher education by exploring how facul...
This work investigated the important factors
influencing faculty members decision to use or not
to use any form of online course management
applications (OCMA) in higher education. Today,
with the rapid growth of the Internet, many higher
educational institutions are using technology in
courses or offering online courses and programs.
With training and support, many faculty members use
some form of OCMA in their teaching, but some
faculty members choose not to. Administrators may
benefit from understanding faculty use of general
technology in teaching in higher education by
exploring how faculty members make their decisions
in the use of specific types of technology such as
OCMA.
Beyond the descriptive statistics, logistic analysis
and path analysis led to a consistent statistical-
artifact hypothesis: there are factors that
correlate faculty members technology adoption
decisions. In this work, Time or time-related
challenges were shown not to be a direct factor. In
addition, my work suggested specific ways in which
administrators might play an important role in
supporting faculty members decisions toward online
education.
influencing faculty members decision to use or not
to use any form of online course management
applications (OCMA) in higher education. Today,
with the rapid growth of the Internet, many higher
educational institutions are using technology in
courses or offering online courses and programs.
With training and support, many faculty members use
some form of OCMA in their teaching, but some
faculty members choose not to. Administrators may
benefit from understanding faculty use of general
technology in teaching in higher education by
exploring how faculty members make their decisions
in the use of specific types of technology such as
OCMA.
Beyond the descriptive statistics, logistic analysis
and path analysis led to a consistent statistical-
artifact hypothesis: there are factors that
correlate faculty members technology adoption
decisions. In this work, Time or time-related
challenges were shown not to be a direct factor. In
addition, my work suggested specific ways in which
administrators might play an important role in
supporting faculty members decisions toward online
education.
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