You are here:

Faculty perceptions about instructional technology in eight community colleges in the Tennessee Board of Regents higher education system
DISSERTATION

, East Tennessee State University, United States

East Tennessee State University . Awarded

Abstract

The purpose of this study was to examine faculty members’ perception of the status of technology support and services, their attitudes towards the incorporation of technology in general and with specific applications, and the barriers they perceive to technology use. Additionally, the study focused on the association among the predictor variables of faculty members’ gender, age, professional status, years of higher education teaching experience, and tenure versus nontenure status with their degree of technology use.

An online survey was designed to collect data to address the research questions in the study. The survey consisted of 44 questions, including areas for comments. Two-hundred ninety faculty members out of a possible 867 responded to the survey.

Based on the results, conclusions have been drawn. According to the literature, the results of this study both contradict and support previous studies. Dimension 1, perceived technology support and services, and Dimension 2, perceived barriers to technology use, provided no significant difference when considering the demographic variables of age, gender, years of experience, faculty rank, and tenure versus nontenure status. Though, Dimension 3, attitudes towards the use of technology and specific applications, provided no significant difference when considering the demographic variable of age, faculty rank, and tenure versus nontenure status but there was a slight indication of significance based on years of experience. In addition, gender differences appeared among attitudes toward the use of technology and specific applications.

Based on the results, females have been shown to have better attitudes toward the use of technology and specific applications, an area historically dominated by men. Also, faculty members with 1-9 to 10-19 years of experience have better attitudes toward the use of technology. While faculty members with 20 or more years of experience attitude is not significantly affected by years of experience.

Additional research needs to be established to include: (1) research faculty members in other southeast states to determine whether or not findings from this study could be generalized, (2) research to include all community colleges within the Tennessee Board of Regents higher education system, and (3) research faculty members responses regarding community colleges role in providing technology training.

Citation

Cardwell-Hampton, N. Faculty perceptions about instructional technology in eight community colleges in the Tennessee Board of Regents higher education system. Ph.D. thesis, East Tennessee State University. Retrieved January 21, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com

Keywords