Implementing web-assisted learning and engaging academic staff in the change process

Marek, Stan A; Sibbald, Aileen M.; Bagher, Mammed

doi:10.1386/jots.3.3.269_1

Cited by 11 publications

(2 citation statements)

References 8 publications

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“…to blended courses, including research on student experience (Holley & Oliver, 2010;Lust, Vandewaetere, Ceulemans, Elen, & Clarebout, 2011;Mitchell & Forer, 2010;Salamonson & Lantz, 2005) and learning performance (Heba & Nouby, 2008;Hsu & Hsieh, 2011;Vernadakis, Antoniou, Giannousi, Zetou, & Kioumourtzoglou, 2011). The second category deals with factors that are barriers to adopting technology, strategies for facilitating adoption and professional development/support required for the implementation of blended courses (Brooks, 2010;Davis & Fill, 2007;Keengwe, Georgina, & Wachira, 2010;Kistow, 2009;Marek, Sibbald, & Bagher, 2007;Ocak, 2011;Thompson, Jeffries, & Topping, 2010). The third category involves both broad institutional level (Engert & von Danwitz, 2004) or programme level case studies (Salmon, 2000;Salmon, Nie, & Edirisingha, 2010) and technology-driven assessment of courses, specific tools and strategies (Luchoomun, McLuckie, & van Wesel, 2010;Purvis, Aspden, Bannister, & Helm, 2011;Shih, 2011;Wyllie, 2011).…”

Section: Research On Blended Learning and Reserch Objectivesmentioning

confidence: 99%

A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic

Kathpalia¹,

Kiat²,

Tom³

2020

ESP Today

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Section: Research On Blended Learning and Reserch Objectivesmentioning

confidence: 99%

A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic

Kathpalia¹,

Kiat²,

Tom³

2020

ESP Today

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“…Present in some technology acceptance models (Venkatesh & Bala, 2008), feasibility is considered to influence usage behavior. Feasibility conditions such as time, infrastructure, professional support, technical support, and funding have been found to be significant in influencing academics' acceptance of technology (e.g., Bagher, Marek & Sibbald, 2007;Davis & Fill, 2007;Kistow, 2009;Ocak, 2010;Stewart, Bachman, & Johnson, 2010;Wang, 2009). Given that implementing blended approaches generally requires a significant investment of time and resources, it is likely that academics' perceptions of feasibility conditions such as time, funding, support, and infrastructure play a role in shaping the extent to which technology is used by academics in their teaching.…”

Section: Perceived Feasibilitymentioning

confidence: 99%

Factors Predisposing Academics towards the Use of Blended Strategies

Torrisi

2014

International Journal of Adult Vocational Education and Technology

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Universities are investing considerable resources into blended learning as an institutional strategy to respond to pressures of uncertain economies, increasing globalisation, and the changing expectations of cohorts of digitally savvy students. However, the widespread adoption of effective blended teaching practices has generally not been achieved. A greater understanding of academics' blended teaching practices is needed to facilitate the uptake of effective blended practices on a larger scale. By exploring how various factors influence academics' use of technology with face-to-face teaching, the study makes a contribution to the understanding of academics' blended practices. The study described in this paper uses a mixed method, two phase methodology to develop a predictive model of blended strategy use. A major finding of the study is gender differences in factors predisposing academics towards blended strategy. Factors predisposing academics towards the use of blended in strategies in current practice were found to be: perceived usefulness (but only for male academics), higher education teaching experience, and self-efficacy (but only for females). Significant factors influencing academics' intentions for future blended practice were found to be: perceived usefulness, current use of blended strategies and, for female academics, perceived feasibility.

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The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice

Torrisi‐Steele

Drew

2013

International Journal for Academic Development

146

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is currently lecturing in multimedia in the School of Information Technology, a background of 10 years experience in the design and development of educational multimedia has precipitated a strong research interest in the application of technology to improve the quality of teaching and learning. Steve Drew has taught in the Information and Communication Technology area for 20 years. Completing action research into engaging students with learning about information systems and a project to embed peer observation of teaching in science, engineering, environment and technology schools has seen him move full time into the academic development arena.

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Implementing web-assisted learning and engaging academic staff in the change process

Cited by 11 publications

References 8 publications

A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic

A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic

Factors Predisposing Academics towards the Use of Blended Strategies

The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice

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