Overcoming Faculty Avoidance of Online Education

Mitchell, Lorianne D.; Parlamis, Jennifer; Claiborne, Sarah A.

doi:10.1177/1052562914547964

Cited by 77 publications

(35 citation statements)

References 32 publications

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“…Fear of technology is commonly cited in the literature as a reason why teachers do not incorporate computers in general into their classrooms (Mitchell, Parlmis, & Claiborne, ). Those teachers who are more adept at using mobile technologies and applications are more likely to integrate them into their teaching.…”

Section: Discussionmentioning

confidence: 99%

Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching

Lai

Smith²

2017

Brit J Educational Tech

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In 2014, we investigated how socio-demographic factors such as gender, teaching disciplines, teaching experience and academic seniority were related to the perception and use of digital mobile technologies in learning and teaching of a group of university teachers from one research-intensive university in New Zealand. Three hundred and eight teachers from this university completed an online questionnaire and 30 of them participated in a follow-up interview. Survey results showed that while there was a strong positive correlation between using mobile technologies for personal learning and their use in teaching, only a small number of participants utilised mobile technologies in their learning and the vast majority also did not use these technologies in their teaching, More female teachers and humanities teachers used mobile devices and applications more frequently than male teachers and teachers from other academic disciplines. Also, female teachers had a more positive perception in learning and using mobile technologies. Junior teachers also tended to be more positive in technology use. While the overwhelming majority of the interview participants also perceived positive benefits of incorporating mobile devices and applications into their teaching, it was found that female teachers paid greater attention to pedagogy when considering mobile technology use and the lack of professional development limited their use in teaching.

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Section: Discussionmentioning

confidence: 99%

Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching

Lai

Smith²

2017

Brit J Educational Tech

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“…Equally important and often less explored is the experience of staff participants, particularly staff new to working on such programmes. The literature that does exist often focuses on staff resistance (Mitchell et al 2015) or lack of interest in becoming involved in online programmes (Redpath 2012); however, a review by Englund et al (2017) of existing research into the successful implementation of any kind of educational technology higher education initiative identified that a critical factor is the competence of teachers to know why, when and how best to implement educational technologies. Other research suggests teachers might be struggling with being squeezed between top-down demands by their institutions and bottom-up expectations of their students regarding the use of web-based blended learning instruction (Benson andKolsaker 2015 andHanson 2009).…”

Section: The Educators' Experience Of Working Onlinementioning

confidence: 99%

Networked Learning and Postdigital Education

Hodgson

McConnell

2019

Postdigit Sci Educ

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This paper considers the positon of networked learning in higher education learning and teaching in the postdigital era. The underlying origins and principles upon which networked learning are based can be traced back to the critical pedagogy of Freire and emphasise a critical relationship with the digital, the human and the current sociopolitical and material higher educational context. We examine the theoretical and practical ideas around networked learning in which connections are forged between learners; between learners and their tutors; and between learning communities and learning resources. We describe two case studies to illustrate the theory, pedagogy and practice of networked learning for contemporary higher education learning and teaching. One from the perspective of the online distant learner and their experience of networked learning; the other from the perspective of tutors, which focuses on the challenges they face in moving into the digital world. We conclude by claiming that the way networked learning has developed in theory and practice means it is an approach and pedagogy that makes it entirely suitable for a postdigital world.

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“…dkk, 2016: 231). Akan tetapi perubahan dalam bahan ajar juga bisa memicu penolakan (Mitchell, Parlamis, & Claiborne, 2015). Penolakan ini berdampak buruk bagi institusi Pendidikan, dan karenanya perlu peran penting bagi pendidik, khususnya kepemimpinan pengajar .…”

Section: Pendahuluanunclassified

Pengembangan Bahan Ajar Dasar Tata Rias Wajah untuk Mahasiswa Prodi Pendidikan Vokasional Kesejahteraan Keluarga (PVKK) Tata Rias

Mursanti¹,

Fatirul

Hartono

2020

Edcomtech

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Kualitas pembelajaran yang baik, salah satunya di dukung oleh literatur yang baik pula. Dengan adanya bahan ajar yang telah divalidasi oleh ahli maka pembelajaran akan menjadi lebih baik. Metode penelitian dengan menggunakan model pengembangan 4D, yaitu pendefinisian Define) yang merupakan tahap menentukan serta mendefinisikan kebutuhan dalam proses pembelajaran yang akan berlangsung, perencanaan (Design) yaitu tahap perancangan perangkat produk berupa bahan ajar, Pengembangan (Develop) yaitu produk yang telah dihasilkan telah dilakukan revisi berdasarkan masukan pakar dan hasil uji keterbacaan, dan pendiseminasian (Disseminate). Hasil yang didapat dari validasi desain menyatakan kelayakan bahan ajar tata rias di Prodi PVKK ratarata validasi ahli 88% (kategori sangat baik/layak). Hasil validasi untuk ahli desain rata-rata 83% (kategori baik/layak), Sedangkan untuk hasil penilaian dari dosen pengajar Prodi PVKK dinilai 98% yakni diartikan dalam kategori sangat baik. Sedangkan uji dalam kelompok kecil sebesar 84,1% yang artinya baik (layak), dan uji kelompok besar yakni 86,15% yang artinya sangat baik (layak). Dengan demikian bahan ajar dasar tata rias dapat mendukung pembelajaran tata rias berjalan baik dan lancar.

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Overcoming Faculty Avoidance of Online Education

Cited by 77 publications

References 32 publications

Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching

Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching

Networked Learning and Postdigital Education

Pengembangan Bahan Ajar Dasar Tata Rias Wajah untuk Mahasiswa Prodi Pendidikan Vokasional Kesejahteraan Keluarga (PVKK) Tata Rias

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