› › Resistance Reluctance And Revelation Examining Faculty Perceptions Of Online Learning Options At A Faith Based University

Resistance, Reluctance, and Revelation: Examining Faculty Perceptions of Online Learning Options at a Faith-based University

Author : Daniel Hall

Publisher :

Page : 163 pages

File Size : 49,48 MB

Release : 2015

Category : College teachers

ISBN :

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Book Description

Despite the growth of online education and its seemingly fixed place in higher education, online education is still opposed, or at least viewed with suspicion by many faculty (Allen & Seaman, 2013). Faculty opposition of online education can be expressed in myriad ways, most prominently through shared governance, which can directly limit or completely block online education from occurring at an institution. This case study revolved around a non-profit, Faith-Based university (FBU) that is a newcomer to the inclusion of online coursework. This study sought to investigate the rationale faculty may have towards their support or opposition to online education by using mixed methods to bring to light the beliefs faculty have about online education. In examining the beliefs faculty at FBU have towards online education, this study also prompted faculty to reflect on whether their beliefs about online education have changed since the inclusion of online coursework at FBU, and if so, what factors may have contributed to the evolving beliefs. Data collected from 54 survey respondents and 12 faculty interviews helped to capture these beliefs. The findings showed that faculty, on average, felt that the impact of online education on the quality of educational experience would be slightly diminished at the undergraduate level but slightly enhanced at the graduate level. Faculty who indicated evolving beliefs or opinions about online education cited various catalysts. These catalysts fell into 3 categories: external factors- related to economic viability, changes in the higher education environment, and access; information and opinions gather from trusted sources- which would include literature, colleagues, and professional organizations; and personal experience- which stemmed from a direct personal involvement in teaching and/or learning experiences within the online environment. Findings were examined through the theoretical framework of Rokeach's (1989) model of belief systems. This model may suggest that beliefs about teaching and learning are closely connected to one's identity and are thus highly resistant to change. Accepting and implementing new or different methods of teaching and learning, such as the teaching and learning occurring in online education, might require a major reorganization of beliefs about oneself.



The Differences of Faculty Voices

Author : Silvia A. Stefan

Publisher :

Page : 190 pages

File Size : 48,92 MB

Release : 2016

Category : Computer-assisted instruction

ISBN :

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Book Description

The proportion of chief academic leaders who say online learning is critical to their long term strategy is now at 69.1%, the highest it has been for the last 10 years (Allen & Seaman, 2013, p. 4). Likewise, the proportion of institutions reporting online education is not critical to their long-term strategy has dropped to a new low of 11.2% (Allen & Seaman, 2013, p. 4). In spite of the above described facts, often, faculty may have mixed feelings concerning the adoption of e-courses. In an effort to expand upon research, the current investigation examined the views and experience of faculty at several institutions in reference to online education. The focus of this investigation was responses from post-secondary faculty at Youngstown State University (YSU) and other institutions. The survey questions replicated the study conducted by the Babson Survey and Research group, in 2007, titled Online Learning as Strategic Asset (Seamen, 2009) which examined the experiences of college faculty with online education. Also, questions from another study by Lloyd, Byrne, and McCoy, 2012, titled Faculty’s Barriers to Online Education. In addition to examining the views of the faculty, a comparison of results gathered from the study will be conducted, with the results of the survey collected by the Babson Survey Research Group and non-YSU faculty. Results of the study identified faculty’s “perceptions” as well as “perceived barriers” to online education. Resistance to online education is directly related to factors that were developed based on results of the survey. Primary factors include, but not limited to: Perceived Learning, Motivation to Teach Online, Perceived Institutional Support, Online Effort and Experience/Expertise. Secondary factors include, but not limited to: Ambiguous Expectations, Increased Workload, Lack of Faculty/Student Expectations, Lack of University Support, Lack of Student Commitment and Lack of Faculty Input.



Faith, Life, and Learning Online

Author : Brant M. Himes

Publisher : Wipf and Stock Publishers

Page : 206 pages

File Size : 11,42 MB

Release : 2022-04-08

Category : Education

ISBN : 1666705683

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Book Description

Faith, Life, and Learning Online is an invitation for faith-based institutions to take bold steps toward integrating a holistic mission of spiritual formation into the online learning environment. For Christian higher education, faith integration is a matter of mission, not modality. Regardless of whether learning happens in the traditional classroom, through hybrid models, or exclusively online, Christian universities have a missional mandate to continue their long legacy of forming students of competence and character. While traditional campuses continue to provide unique and meaningful opportunities for students to grow in their faith, online learning has opened new avenues for engagement and development of spiritual formation. As such, all Christian higher education institutions are now called to take advantage of this unique technological moment to continue to offer transformative opportunities for the holistic integration of faith, life, and learning in the online environment.



Virtual Theology, Faith and Adult Education

Author : Ros Stuart-Buttle

Publisher : Cambridge Scholars Publishing

Page : 270 pages

File Size : 10,58 MB

Release : 2013-07-29

Category : Religion

ISBN : 144385106X

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Book Description

Online learning is a key feature of the contemporary educational landscape and has entered mainstream policy, provision and practice. But if online education is to reach mature development and evaluation, it must be open to critical appraisal. This book considers the implementation of online learning within adult theological education. This can be an area of challenge or contention, especially when established academic practices and cherished values are seen as threatened when handed over to online delivery. This opens questions about theology, pedagogy and online education. Does online teaching and learning bring or demand a new or transformed (disruptive) pedagogy or does it result in maintenance or replication (sustaining) of traditional values and existing practices? What might the opportunities and benefits be? Who stands to gain? Who stands to lose? And what evidence is there to evaluate the quality of ‘doing theology’ online? This book examines a long-standing programme of continuing professional development delivered fully online to adult practitioners working across Christian education and ministry settings. It builds upon the author’s international experience as an online educator for over a decade. Key themes relate adult learning to theological pedagogy, authority, and online community. The concept of interruptive pedagogy is presented as an interpretative model to critically appraise an approach to online education that draws on the best theological tradition yet also looks to the future.



Faculty's Perceptions of Online Education

Author : Maha Telmesani

Publisher :

Page : 222 pages

File Size : 21,54 MB

Release : 2010

Category : Distance education

ISBN :

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Book Description

This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The purpose of this study is to investigate the perceptions of instructors regarding the advantages and challenges they face in online delivery of coursework compared to their experiences in the face-to-face delivery. The participants in the study are eight instructors, not necessarily at professorial rank, who work for a public Canadian university and teach students using in both face-to-face and online courses. An inductive, qualitative methodology was used in this study. In depth interviews with the eight participating instructors were conducted, transcribed, and analyzed for themes in which the instructors related to online teaching and learning. Suggestions for improving distance education courses based on the participating instructors' perceptions of their own teaching experiences are offered.



Student Engagement in Campus-Based and Online Education

Author : Hamish Coates

Publisher : Routledge

Page : 248 pages

File Size : 27,26 MB

Release : 2006-09-27

Category : Education

ISBN : 1134161522

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Book Description

Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.



I Want My WebCT

Author : Glynice Humphrey Crow

Publisher :

Page : 404 pages

File Size : 14,92 MB

Release : 2006

Category :

ISBN :

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Space Matters

Author : Lori Ann Mumpower

Publisher :

Page : 155 pages

File Size : 12,31 MB

Release : 2007

Category :

ISBN :

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Book Description

In much of the scholarship of distance learning, context is often subordinate to utopian arguments for the spatial and temporal benefits of online pedagogy. To argue unilaterally that distance learning is successful, or not successful, is to misunderstand the ways in which institutions, departments, individual faculty, and students deploy courses and programs. All online courses are not created alike. What is needed are more localized, situated examinations of distance learning within the scope of a particular institution, even a particular department, in order to gauge online learning's effects, and effectiveness, as a delivery mode of instruction. To understand these spaces more fully, it is important to evaluate the ways in which departments are technologizing their classrooms, their programs, their faculty, their courses, and thereby their institutions. My dissertation examines distance learning within a local, particular context: UCF's English department. In order to fully examine distance learning in this specific environment, I employ institutional critique as my methodology, a rhetorical and spatial approach that allows me to map distance learning within UCF's English department. Drawing upon the work of David Harvey, I examine the experienced, perceived, and imagined spaces of distance learning in our department. Through an examination of the history of naming UCF, rhetorical analyses of institutional documents that reference technologies, analysis of survey results noting faculty attitudes and perceptions of online learning, and postmodern mapping of faculty members' perceived and ideal spaces, we can find local solutions for local problems related to distance learning.





A Qualitative Case Study Examining the Equivalency of Two Online and Face-to-face Graduate Literacy Courses

Author : Amber Kay Howard

Publisher :

Page : 180 pages

File Size : 46,44 MB

Release : 2014

Category : College students

ISBN :

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Book Description

The purpose of this qualitative case study was to examine former graduate students' perceptions of the equivalency of student learning experiences in an online graduate literacy course they had previously taken in a face-to-face delivery format. Online learning is continuously becoming a more popular option for teacher education. This study applies Equivalency Theory to determine whether two graduate literacy courses have equivalent learning experiences between face-to-face and online delivery formats. Literacy education courses are the focus of this study. Further research should be conducted to examine how teacher education as a whole is affected by online learning. The study found that neither online course was entirely equivalent to its face-to-face counterpart, though one was close. The findings were used to conclude that equivalency in these courses depended on participant biases, instructor experience with online teaching, and the course design of the online courses. Equivalency Theory is supported by the findings of this study.