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Integrating ICT into Higher Education: Investigating Onsite and Online Professors' Points of View
Article

, University of Moncton, Canada ; , University of Arkansas, United States ; , , Laval University, Canada

International Journal on E-Learning Volume 8, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

For the past two decades, information and communication technologies (ICT) have transformed the ways professors teach and students learn. The purpose of this study is to investigate the points of view of onsite professors (hybrid or blended mode) and of those teaching the same courses on the Internet (online mode). But first, a summary of onsite and online students' perceptions is provided. To guide the whole study, a moderator-type theoretical research model was developed, out of which nine hypotheses were formulated. The model was tested in a field experiment. To collect data, a multimethod approach was used, that is, a Web survey involving open- and closed-ended questions, and a structured interview. The sample was formed of 313 onsite and online students from eight undergraduate and graduate courses offered at the Faculty of Administration of a large Canadian university as well as of 16 onsite and online professors teaching these students. The quantitative data analysis was performed using a structural equation modeling software, that is, Partial Least Squares (PLS); the qualitative data were analyzed following a thematic structure using QSR NVivo. This article presents a summary of the quantitative results (closed-ended questions) got from students enriched by the qualitative results got from professors (structured interviews).

Citation

Fillion, G., Limayem, M., Laferriere, T. & Mantha, R. (2009). Integrating ICT into Higher Education: Investigating Onsite and Online Professors' Points of View. International Journal on E-Learning, 8(1), 17-55. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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