Higher Education Faculty Desire to Implement Digital Tools: A Follow-Up Study

Autor/in	Jackson, Brianne
Titel	Higher Education Faculty Desire to Implement Digital Tools: A Follow-Up Study
Quelle	In: International Journal on E-Learning, 18 (2019) 4, S.373-393 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	College Faculty; Teaching Methods; Technology Integration; Gender Differences; Predictor Variables; Online Courses; Barriers; Teacher Attitudes; Correlation; Institutional Characteristics; Teaching Experience; Age Differences; Information Technology; Educational Technology; Followup Studies; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Prädiktor; Online course; Online-Kurs; Lehrerverhalten; Korrelation; Age; Difference; Age difference; Altersunterschied; Informationstechnologie; Unterrichtsmedien; Follow-up studies; Kontaktstudium; Geisteswissenschaften
Abstract	While online learning and the utilization of digital technologies in higher education continues to be an important part of future plans for higher education course opportunities, some higher education faculty experience barriers to this implementation. These barriers can vary from institutional factors to personal characteristics. Utilizing survey data from the 2015 Ithaka S+R faculty survey a hierarchical linear model (HLM) and a regression model with robust standard errors were employed in order to explore relationships between the institution level factors of institution level support and institution level rewards, as well as the personal characteristics of academic field, gender, age, years of experience in current field, and years in current position and the desire to implement digital technology in their instruction. The analysis found that the personal characteristics gender and years in current position were significant predictors of desire to implement digital technologies, as well as the institutional predictor of support, when accounting for all other covariates. The other predictors of age, years of experience, years in position and institution level rewards were not significant. The cluster variable field was not found to be statistically significant. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01