Title page for ETD etd-07132007-114639

Type of Document Dissertation
Author Clark, Myriah Christin
Author's Email Address mclar3@lsu.edu
URN etd-07132007-114639
Title The Relationship of Selected Personal Characteristics of E-Faculty to Their Perceived Technological Knowledge
Degree Doctor of Philosophy (Ph.D.)
Department Human Resource Education Workforce Development
Advisory Committee
Advisor Name Title
Joe W. Kotrlik Committee Chair
Donna H. Redmann Committee Member
Gerri Johnson Committee Member
Michael F. Burnett Committee Member
Paul Mooney Dean's Representative
  • e-faculty
  • technology integration
  • technology knowledge
  • sreb
  • technology anxiety
  • university
Date of Defense 2007-06-18
Availability unrestricted
This study investigated the technological development of e-faculty at five randomly selected Carnegie classified (2006) Doctorate-Granting Research Universities with very high research activity (RU/VH) in the Southern Regional Education Board (SREB). The majority of e-faculty report that they do not have release time/reduced teaching load for preparing web-based materials/courses, nor do they have graduate or teaching assistants available for assisting with web-based learning. However, a little over half of them reported having instructional designers or curriculum developers to help with the designing of web-based materials and a large majority reported having adequate institutional research resources (library holdings that are accessible by web and technical support). E-faculty reported that student technical support resources are offered in almost all cases and over two-thirds (76.35%) reported that those resources were offered seven days a week. The technical support resources for e-faculty were also offered in almost all cases, but only 63.77% reported the resource was available to them seven days a week. A large majority of e-faculty report that they do not receive sources of funding for e-learning course technology training/conferences. However, almost half of them (44.50%) report that the funding that they receive for e-learning technology events/work is adequate. The self-learning subconstructs of the BISLŠ describe e-faculty most of the time. E-faculty perceive that they have moderate technology knowledge, good teaching self-efficacy and minor technology anxiety. Three variables, technology anxiety, self-efficacy and perceived level of support explain a large amount of the variance (over half) in perceived technology knowledge of e-faculty. Therefore, as technology anxiety decreases and self efficacy and perceived level of support increase, the perceived technology knowledge of e-faculty increases.
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