Publication Date

8-2019

Date of Final Oral Examination (Defense)

6-17-2019

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Yu-Hui Ching, Ph.D.

Supervisory Committee Co-Chair

Lida J. Uribe-Florez, Ph.D.

Supervisory Committee Member

Jesus Trespalacios, Ph.D.

Supervisory Committee Member

Jesus Trespalacios, Ph.D.

Abstract

Faculty resistance to online teaching is a problem that can affect institutions looking to increase online learning options for students. Prior research has identified a number of encouraging and discouraging factors that may affect faculty motivation to teach online. Given limited institutional resources, it would be difficult for an institution to address all of the factors identified in prior research. Furthermore, faculty at liberal arts colleges have not been studied as a specific population of interest in prior research. Therefore, to increase acceptance and participation in online teaching at Pacific Lutheran University (PLU), this study employed a convergent, parallel mixed-methods research design to investigate faculty perceptions of online teaching among faculty not currently teaching online. The Decomposed Theory of Planned Behavior (DTPB) provided a theoretical lens to examine the influence of attitudes, subjective norms, and perceived behavioral control on an individual’s willingness to engage in an innovative practice, i.e. online teaching. Latent qualitative content analysis examined faculty perceptions of online teaching and identified six themes in the dataset. Using descriptive statistics, an examination of 21 quantitative factors identified 17 factors reported by more than 50% of respondents to influence their decision to teach or not teach online. Merged analysis found strong agreement between the two datasets, with only minor areas of divergence. Study participants perceived online learning as attractive to students but they wanted any online courses carefully regulated, in part because online learning was seen as contrary to their teaching values. Participants were influenced by personal preferences but also the desire for robust faculty resources, and more effective technology and infrastructure. Overall, the three constructs of the DTPB were evident in the dataset and results were generally consistent with prior research.

DOI

10.18122/td/1580/boisestate

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