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An examination of stage of concern, ...

Hodges, Jenelle Marie Ouimette.

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An examination of stage of concern, level of use, and tutorials on faculty members' implementation of a learning management platform.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of stage of concern, level of use, and tutorials on faculty members' implementation of a learning management platform./
作者:	Hodges, Jenelle Marie Ouimette.
面頁冊數:	278 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645575
ISBN:	9781321348507

An examination of stage of concern, level of use, and tutorials on faculty members' implementation of a learning management platform.
Hodges, Jenelle Marie Ouimette.

An examination of stage of concern, level of use, and tutorials on faculty members' implementation of a learning management platform. - 278 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--University of South Alabama, 2014.

This item must not be sold to any third party vendors.

The purpose of this study was to explore the impact of tutorials related to a specific innovation on faculty members' concern and their implementation of that specific innovation in their institution's teaching environment.

ISBN: 9781321348507Subjects--Topical Terms:

3172279
Instructional design.

An examination of stage of concern, level of use, and tutorials on faculty members' implementation of a learning management platform.
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100 1 $a Hodges, Jenelle Marie Ouimette. $3 3174956
245 1 3 $a An examination of stage of concern, level of use, and tutorials on faculty members' implementation of a learning management platform.
300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Daniel W. Surry.
502 $a Thesis (Ph.D.)--University of South Alabama, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to explore the impact of tutorials related to a specific innovation on faculty members' concern and their implementation of that specific innovation in their institution's teaching environment.
520 $a Utilizing the Concerns Based Adoption Model, this mixed methods study was designed to measure the impact of training/tutorials on faculty members' stages of concern and levels of use regarding the implementation of a new learning management platform. Three phases took place in the study. Phase I was the pretest phase, during which quantitative data were gathered via a questionnaire and an interview based on the Concerns Based Adoption Model Stages of Concern (SoC) and Levels of Use (LoU) protocols. Phase II consisted of a treatment period which involved a period of tutorials. Faculty members had the chance to participate in training/tutorials. There was one training/learning opportunity every two weeks for 10 weeks. During this time participants also had the opportunity to participate in threaded discussions. The questions and comments posted in the threaded discussions were collected and analyzed as qualitative data. Phase III was the posttest phase during which the participants repeated the questionnaire and interview from Phase I.
520 $a The data gathered in Phase I, the pretest, were compared to the data gathered in Phase III, the posttest. A t-test was used to compare the quantitative results of the pretest to the results of the posttest to see the effect of the treatment. Participants were then divided into 2 groups, those who participated in the training modules and those who did not participate in the training modules. These groups were then analyzed using a paired sample t test, with two levels, those who participated in the training modules and those who did not participate in the training modules.
520 $a The program NVivo 10 was used to aid in the analysis of the qualitative data. Qualitative data were gathered through the threaded discussions available to participants throughout the 10 weeks of training. Participants also had a space at the conclusion of the SoC questionnaire and at the conclusion of the LoU interview to leave any additional comments or information they wanted to share.
520 $a Results from this study indicate participants who attended more training sessions moved through the stages of concern. Participants' belief in the impact of participating in the training seemed to have as much to do with their progression through the SoC continuum as actually participating in the training. The belief in the impact of the training modules did not indicate absolute increase in the participant's SoC score. However, those who did believe in the impact of the training did increase their SoC score more often than those participants who did not believe participation in the training impacted their SoC. Results also indicate participants' scores did change from the pretest to the posttest on the LoU instrument with participation in the training. Quality training not only has an effect on the educators' concerns about a new innovation, but also their level of use of the innovation. Participants who attended more training sessions moved further through the LoU. The belief in the impact of the training modules did not indicate absolute increase in the participants' LoU score.
590 $a School code: 0491.
650 4 $a Instructional design. $3 3172279
650 4 $a Higher education. $3 641065
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710 2 $a University of South Alabama. $b College of Education. $3 3174957
773 0 $t Dissertation Abstracts International $g 76-03A(E).
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791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645575