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Faculty Perceptions of Readiness to Teach Online

Dissertation Defense Randy Graff. Faculty Perceptions of Readiness to Teach Online. Problem Research Questions Results Literature Findings Now what. Faculty Perceptions of Readiness to Teach Online. What do faculty feel they need in order to be ready to teach online?

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Faculty Perceptions of Readiness to Teach Online

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  1. Dissertation Defense Randy Graff Faculty Perceptions of Readiness to Teach Online

  2. Problem • Research Questions • Results • Literature • Findings • Now what Faculty Perceptions of Readiness to Teach Online

  3. What do faculty feel they need in order to be ready to teach online? • Self-efficacy theory helps explain beliefs that faculty need in order to be willing and ready to teach online. • Level • Strength • Generality • Self-Efficacy Problem

  4. What factors support faculty self efficacy in readiness to teach online? • What factors impede faculty readiness to teach online? • What motivations do faculty hold concerning readiness to teach online? • What de-motivations do faculty hold concerning readiness to teach online? • What are the perceived causes of faculty resistance to web based teaching? • What attitudes and beliefs are conducive to faculty teaching online? Research Questions

  5. Criterion based sampling n=10 Two interviews each Participants [10] • Education 2 • Medicine 2 • Nursing 3 • Pharmacy 2 • PHHP 1 Participants

  6. Self-Reliance 7-4 • Personal Interest 6-6 • Technical Support 6-4 • Peer Support 4-4 • Experience 3-3 • Reflection 3-3 What Factors Support Faculty Self-Efficacy in Readiness to Teach Online?

  7. Benefits to Faculty • Grading • Student access to materials • Intrinsic • - Intellectual challenge • - Improved working conditions • - Faculty development w/peers Maguire, 2005 Grant, 2004 Covington, et al., 2005 Literature

  8. Technical hurdles • Reliance upon technology, need for support and training • Decentralized faculty development • Faculty compatibility between technology and values and philosophies of teaching • Need for peer presented faculty development • Faculty mentors • Agee et al., 2003 • J. Bennett & Bennett, 2003 • Grant, 2004 • Howell et al., 2004 • King, 2002 Literature

  9. Based on depth of response by participants • Sharing with peers 19 [5] • Interest in subject 11[6] • Faculty presence 11[6] • Respect for students 11[6] • Use of technology 11[8] • Pride in course, program and college 6[4] • Time and patience 3[3] Key Findings

  10. New findings • Genuine, in-depth faculty input with regards to online teaching • Faculty presence • Respect for students • Graff, 2008

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