Course Management System's Compatibility with Teaching Style Influences Willingness to Complete Training

Autor/inn/en	Pereira, Audrey Smith; Wahi, Monika Maya
Titel	Course Management System's Compatibility with Teaching Style Influences Willingness to Complete Training
Quelle	In: Online Learning, 21 (2017) 1, S.36-59 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Computer Software; Open Source Technology; Integrated Learning Systems; Teaching Styles; Faculty Development; Teacher Attitudes; Technological Literacy; Online Surveys; Technology Integration; Educational Technology; Technology Uses in Education; Likert Scales; Teacher Characteristics; Statistical Analysis; Tenure; Employment Level; Intellectual Disciplines; Age Differences; Gender Differences; Predictor Variables; Correlation; College Faculty; Massachusetts + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Lehrerverhalten; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Likert-Skala; Statistische Analyse; Amtszeit; Beschäftigungsdauer; Beschäftigungsgrad; Geisteswissenschaften; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Prädiktor; Korrelation; Fakultät; Master-Studiengang
Abstract	Although course management systems (CMSs) provide technology platforms that help faculty members adopt better techniques for teaching and learning, and training contributes to faculty information technology (IT) use, many higher education faculty members do not complete CMS training programs, resulting in underuse of CMSs. Therefore, the overall purpose of this research was to address how instructor perceptions influence willingness to complete IT training on CMSs, and to discern techniques university administrators can implement to improve training completion rates and, ultimately, CMS adoption rates. The basic design of the study was a cross-sectional survey. Data were obtained from 102 public university faculty members who responded to an anonymous, web-based survey about their perceptions of the relative advantage, compatibility, complexity, trialability, and observability of their institution's CMS. The data were analyzed using multiple linear regression models. Compatibility, defined as the degree to which instructors perceive the CMS as being consistent with their existing values, past experiences, and current or future teaching needs, was statistically significantly associated with willingness to complete online and in-person CMS training after controlling for other factors. Major findings suggest that faculty training on the CMS is not "one size fits all." If greater use of CMSs by faculty is to be achieved, university administrators should consider compatibility of teaching style with CMS adoption when developing and promoting CMS training. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01