Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Wingo, Nancy P.; Ivankova, Nataliya V.; Moss, Jacqueline

doi:10.24059/olj.v21i1.761

Cited by 217 publications

(214 citation statements)

References 32 publications

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“…Pesquisas realizadas com professores e tutores de EaD mostraram que eles apresentam estressores em comum: como a elevada carga horária de trabalho (Leão, 2014;Leite, 2015;Wingo, Ivankova, & Moss, 2017), o número elevado de alunos (Hackmayer & Bohadana, 2014;Leite, 2015) o conflito trabalho/lazer (Leão, 2014;Leite, 2015). A literatura relata, ainda, os estressores que os diferenciam: em tutores, a sobrecarga de papéis (Guimarães, 2015;Hackmayer & Bohadana, 2014;Leite, 2015), as cobranças por parte dos superiores (Leão, 2014).…”

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Preditores da autoavaliação da Saúde Geral em docentes de Educação a Distância

Goebel¹,

Carlotto²

2019

RIED

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ResumoA percepção de saúde abrange tanto questões físicas quanto emocionais, além de aspectos do bem-estar e da satisfação com a própria vida, assim como o seu nível está associado à adoção de comportamentos de saúde. Este artigo tem como objetivo avaliar o poder preditivo dos estressores ocupacionais e psicossociais para a autoavaliação da saúde geral em docentes de EaD e verificar se existe diferença na predição entre professores e tutores. A amostra do tipo não probabilística constituiu-se de 158 professores e 152 tutores de Educação a distância. Foi utilizado um questionário para obter dados sobre autoavaliação em saúde geral, avaliação de estressores ocupacionais e uma escala de avaliação de Estressores Psicossociais no Contexto Laboral. Os resultados, obtidos por meio da análise de regressão linear múltipla, indicaram como variáveis preditoras, nos professores, a carga horária de trabalho, forma como o trabalho é organizado e pressão do grau de responsabilidade e, nos tutores, conciliar trabalho-família, sobrecarga de papéis e relação com o superior imediato. Os resultados indicam especificidades nas variáveis explicativas no que tange à autoavaliação de tutores e professores. AbstractThe perception of health covers fisical and emotional points it also covers well-being and satisfaction with its own life, as well as its level is related to the adoption of a healthy behavior.This study aims to evaluate the predictive power of occupational and psychosocial stressors for the self-assessment of general health in teachers working in distance education and to verify if there are differences in the predictions between teachers and tutors. The nonprobalistic sample consisted of 158 teachers and 152 tutors working in distance education. A questionnaire was used to obtain data on self-assessment of general health, evaluation of occupational stressors. A scale for assessing psychosocial stressors in the work context was also used. The results, obtained through multiple linear regression analysis, indicated the following burnout predictive variables: in teachers, their work load, the way work is organized and the pressure of the level of responsibility; in tutors, the work-family balance, the overload of roles and the relationship with the immediate supervisor. The results indicate specificities in the explanatory variables regarding the self-assessment of tutors and teachers.

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Preditores da autoavaliação da Saúde Geral em docentes de Educação a Distância

Goebel¹,

Carlotto²

2019

RIED

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“…Numerous studies indicate that faculty desire additional training (Bolliger & Wasilik, 2009;Batts et al, 2010;Lichoro, 2015;Lammers et al, 2017). Additionally, faculty have been found to be appreciative of training and support provided to enhance their skills and achieve success (Wingo, Ivankova, & Moss, 2017).…”

Section: Background Of the Problemmentioning

confidence: 99%

“…As more faculty are being asked to teach online, the virtual learning environment has introduced a new set of technical challenges (Brewer, DeJonge, & Stout, 2001). In early online education, the technological learning curve and use of the online learning management system was a considerable challenge for students (Brewer, DeJonge, & Stout, 2001), faculty (Wingo, Ivankova, & Moss, 2017) and institutions (Coates et al, 2005). Initially, online faculty spent considerable time supporting students' technical needs rather than providing academic support (Harasim, 2000).…”

Section: Background Of the Problemmentioning

confidence: 99%

“…Finally, they summarized that as faculty gained more experience, they could better adapt to technology changes, and perceptions of mastery of technology and the learning management system improved teaching satisfaction (Wingo, Ivankova, & Moss, 2017).…”

Section: Evolution Of Online Faculty Rolesmentioning

confidence: 99%

“…Technology has also shaped perceptions of online education, as previously reviewed by Wingo, Ivankova and Moss (2017). Tabata and Jonsrud (2008) measured faculty use and attitudes about technology in a 10-campus public university system.…”

Section: Online Facultymentioning

confidence: 99%

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Promotion of student engagement by online community college faculty

Aguiar

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Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

Bhat

Shahdad

et al. 2021

Anatomical Sciences Ed

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Recent advance in medical education is in correlation with the advances in information technology and thus computer‐based learning is being increasingly employed. The objective of the present study was to design and evaluate an e‐learning module in anatomy and assess the perceptions of students and faculty about this e‐learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e‐learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e‐learning were analyzed using thematic analysis. The introduction of an interactive e‐learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e‐learning.

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Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Cited by 217 publications

References 32 publications

Preditores da autoavaliação da Saúde Geral em docentes de Educação a Distância

Preditores da autoavaliação da Saúde Geral em docentes de Educação a Distância

Promotion of student engagement by online community college faculty

Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

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