skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019

Online learning (Newburyport, Mass.), 2022-09, Vol.26 (3), p.293 [Peer Reviewed Journal]

COPYRIGHT 2022 Online Learning Consortium ;ISSN: 2472-5749 ;ISSN: 2472-5730 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v26i3.2824

Digital Resources/Online E-Resources

Citations Cited by
  • Title:
    Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019
  • Author: Johnson, Nicole ; Veletsianos, George ; Reitzik, Olga ; VanLeeuwen, Charlene
  • Subjects: College Faculty ; Computer Attitudes ; Education, Higher ; Educational technology ; higher education ; Learning strategies ; Online Courses ; online learning ; online learning over time ; Part Time Faculty ; Survey of Faculty Attitudes on Technology ; Surveys ; Teacher Attitudes ; Teacher Surveys ; Technology Uses in Education ; Tenure ; Trend Analysis
  • Is Part Of: Online learning (Newburyport, Mass.), 2022-09, Vol.26 (3), p.293
  • Description: Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.
  • Publisher: Online Learning Consortium
  • Language: English
  • Identifier: ISSN: 2472-5749
    ISSN: 2472-5730
    EISSN: 2472-5730
    DOI: 10.24059/olj.v26i3.2824
  • Source: ERIC Full Text Only (Discovery)
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait