Empowering Academics to be Adaptive with eLearning Technologies: An Exploratory Case Study

Autor/inn/en	Flavell, Helen; Harris, Courtenay; Price, Connie; Logan, Emma; Peterson, Sunila
Titel	Empowering Academics to be Adaptive with eLearning Technologies: An Exploratory Case Study
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Teacher Empowerment; Interdisciplinary Approach; Electronic Learning; Technological Advancement; Teacher Attitudes; Faculty Development; Self Efficacy; Attitude Change; Technology Integration; Adoption (Ideas); Student Centered Learning; College Faculty; Universities; Medical Education; Workshops; Tutors; Intervention; Technology Uses in Education; Positive Attitudes; Helping Relationship; Information Technology; Adjustment (to Environment); Handheld Devices; Grading; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Technological development; Technologische Entwicklung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Attitudinal change; Einstellungsänderung; Ideas; Ideenfindung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; University; Universität; Medizinische Ausbildung; Lernwerkstatt; Schulung; Förderlehrer; Lehrender; Tutor; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Helfende Beziehung; Informationstechnologie; Notengebung; Schulnote; Ausland; Australien
Abstract	This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n=22) and a comparative control group (n=7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group's experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01