Document Type

Conference Proceeding

Publication Date

6-1-2019

Department

Educational Research and Administration

Abstract

This qualitative case study examined a veteran instructor's change in attitude about university online instruction. After a short review of the literature and explanation of the project, researchers conducted a content analysis of an instructor's annual self-reports about his online teaching of a graduate course in the social sciences. The self-reports were written between 2009 and 2017. The researchers also examined students' end-of-semester evaluation scores about the course and instructor. Results suggest that the teacher began online teaching with a mixed attitude. After four years of teachin ghte online course (delivered once each spring) the instructor reported more about content issues and less about online delivery. In the final the period (2016-17) the researchers found that the instructor was invested fully in online delivery. Although the study is not generalizable, its results suggest that instructors who stay with an online system over an extended period of time may gain more confidence in the efficacy on online delivery. The findings complement previous findings in the literature about faculty attitudes toward technology use in instruction.

Comments

This work is licensed under a Creative Commons License CC BY-NC-ND 4.0

Publication Title

5th International Conference on Higher Education Advances

First Page

213

Last Page

221

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