| 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 |
|
| Keywords |
- e-faculty
- technology integration
- technology knowledge
- sreb
- technology anxiety
- university
|
| Date of Defense |
2007-06-18 |
| Availability |
unrestricted |
Abstract
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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| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
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| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
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Clark_dis.pdf |
1.34 Mb |
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