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Online Instructional Self-Efficacy and Acceptance

Online Instructional Self-Efficacy and Acceptance. Aligning Online Instructional Self-Efficacy, Attitudes and Needs with Institutional Goals. Rebecca A. Croxton, MLIS Anthony S. Chow, PhD University of North Carolina at Greensboro. Session Objectives.

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Online Instructional Self-Efficacy and Acceptance

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  1. Online Instructional Self-Efficacy and Acceptance Aligning Online Instructional Self-Efficacy, Attitudes and Needs with Institutional Goals Rebecca A. Croxton, MLIS Anthony S. Chow, PhD University of North Carolina at Greensboro

  2. Session Objectives • Explore the mismatch between higher education institutional goals & faculty members’ acceptance of online learning & contributing factors • Understand how online instructional self-efficacy relates to the acceptance of online learning. • Learn meaningful and useful ways to build online instructional self-efficacy for faculty.

  3. Why does this matter? Big changes are happening across the country, but there is a mismatch... Allen & Seaman, 2013

  4. Why the mismatch? Self Efficacy “I can do it.” Look for the gaps… Attitudes “I want to do it.” Institutional Goals Capacity “I have the support I need.” Needs “I have the services I need.”

  5. Developing a clearer picture at one university… Concurrent-Convergent Mixed Method Design Quantitative Data Collection Qualitative Data Collection Online survey of faculty (open-ended questions) (n=47) Online survey of faculty (n=47) Semi-structured interviews with university leaders (n=3) Survey of Instructional Technology Consultants (n=3) Findings Merged for Interpretation

  6. University online learning priorities “Our online initiatives have become a really crucial component of our enrollment strategy … Our online enrollment just has continued to grow.” Interview with university leader, July 2013

  7. Faculty say… “I have very little interest in learning to teach my courses online. I don’t believe that the online situation is really beneficial to students. It is largely beneficial to the university’s cash flow.” Faculty survey participant, July 2013

  8. Faculty perceptions of priorities…

  9. Faculty Perceptions

  10. Findings show moderate attitude scores, but…

  11. Findings show moderate scores self-efficacy scores, but…

  12. Services & Support NeedsTop ranked needs (of 20)

  13. Instructional Self-Efficacy is a significant predictor of Attitude Regression Analysis: Instructional Self-Efficacy is a Significant Predictor of Attitudes about Online Learning Adjusted R square: 0.353 Significance < .05 Scatterplot and Fit Line suggest that Self-Efficacy is a predictor of Attitudes.

  14. Years of Teaching Online is a Significant Predictor of Attitudes • Regression Analysis: • Years of Teaching is a Significant Predictor of Attitudes about Online Learning • Adjusted R square: 0.323 • Significance < .05 Scatterplot and Fit Line suggest that Years Teaching Online is a predictor of Higher Attitudes.

  15. What the findings suggest…

  16. Where do we go from here?

  17. Let’s start by tackling one piece of the puzzle. Instructional Self-Efficacy

  18. Building Self-Efficacy • Instructional self-efficacy – Personal beliefs about one’s capabilities to help students learn. • Actual Performance • Vicarious Experience • Multiple Models • Mentoring / Internships Schunk, 2012.

  19. Motivation / Self Efficacy Literature Suggests… Schunk, 2012.

  20. Working together we can do great things!

  21. Limitations of Study • More than 60% of survey participants had no experience teaching online. • One institution studied. • Limited sample size.

  22. References Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online educaiton in the United States (Report) [PDF]. Retrieved from htttp://www.onlinesurvey.com/reports/changingcourse.pdf Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6thed). Boston, MA: Pearson.

  23. Thank you! For more information, please contact: Becky Croxton: racroxto@uncg.edu Anthony Chow: aschow@uncg.edu

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