Looking Out and Looking In: Exploring a Case of Faculty Perceptions during E-Learning Staff Development

dc.creator	Hendrik Daniël Esterhuizen
dc.creator	Seugnet Blignaut
dc.creator	Suria Ellis
dc.date	2013-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:53Z
dc.date.available	2015-07-20T22:05:53Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/fbae417f136140b0b9a72542063f7805
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10118
dc.identifier.uri	https://doaj.org/article/fbae417f136140b0b9a72542063f7805
dc.description	This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a t-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of looking in and looking out from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.
dc.language	English
dc.publisher	Athabasca University Press
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/1358/2524
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 14, Iss 3 (2013)
dc.subject	Technology enhanced learning (TEL)
dc.subject	teacher training
dc.subject	professional development
dc.subject	mixed methods research
dc.subject	interactive white boards
dc.subject	developing context
dc.subject	technophobia.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Looking Out and Looking In: Exploring a Case of Faculty Perceptions during E-Learning Staff Development
dc.type	Article