A study of industrial and technical teacher education faculty acceptance of distance learning technology
Hassan Bata Ndahi, Oklahoma State University, United States
Oklahoma State University . Awarded
Scope and method of study. This study examined the use of distance learning technology by faculty of industrial and technical teacher education programs. The purpose of the study was to identify the variables or factors that contributed to faculty willingness or unwillingness to use distance learning technology for delivery of instruction. A total of 197 industrial and technical teacher education faculty, from 20 universities were selected using purposive sampling method. Quantitative and qualitative data were gathered using questionnaires with closed and open-ended questions. Descriptive statistics such as, frequencies, percentages and chi-square test with alpha set at 0.05, were used to analyze the data.
Findings and conclusions. (i) The use of distance learning technology by faculty was considered low; (ii) Faculty that used the technology encountered problems such as equipment failure, unadjusted workload, and student-teacher interaction; (iii) Faculty were willing to use the technology to increase enrollment, improve their teaching skills, and provide students with access to education; (iv) Faculty reasons for not using the technology were lack of training, poor teaching skills, lack of adequate information about the technology and lack of encouragement and rewards from their institution; (v) Variables of age, teaching experience, tenure, degree held, and the characteristics of diffusion adoption of innovation have significant relationship to the use of the technology. The study concluded that work overload could reduce faculty interest in trying new innovation, improper selection of technology, and inadequate teaching skills have kept faculty away from the use of the technology for delivery of instruction. Recommendations included: Institutions providing training, adjusting workload, rewarding faculty, providing the necessary support, and making sure that the policy regarding distance learning technology is clear and made available to all faculty.
Ndahi, H.B. A study of industrial and technical teacher education faculty acceptance of distance learning technology. Ph.D. thesis, Oklahoma State University.
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