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Changes in faculty self-efficacy bas...

Harris, Jennifer D.

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Changes in faculty self-efficacy based on orientation strategies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Changes in faculty self-efficacy based on orientation strategies./
Author:	Harris, Jennifer D.
Description:	101 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601371
ISBN:	9781303524950

Changes in faculty self-efficacy based on orientation strategies.
Harris, Jennifer D.

Changes in faculty self-efficacy based on orientation strategies. - 101 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

Since faculty with high self-efficacy have been shown to help students succeed, it is important for universities to help faculty achieve high self-efficacy from the first day. This research considered the impact of two different orientation strategies on faculty self-efficacy. One strategy focused on when orientation was offered, either before teaching a course or after teaching had already started. This strategy was based on constructivist theory and experiential learning. The other strategy was whether a face-to-face meeting was included as part of orientation, based on constructivism, social cognitive theory, and sociocultural theory. Information was also gathered on the teaching experience of each respondent. A quantitative explanatory study was used. New faculty enrolled in orientation from one university were invited to participate. While no significant relationships were found, these results provided some slight indication that those with more years of teaching experience and higher initial self-efficacy may experience smaller increases in self-efficacy from training than other faculty. Given the outcome of this study, universities could consider tailoring orientation based on experience or initial self-efficacy. Additional research with larger sample sizes would be needed to confirm these results.

ISBN: 9781303524950Subjects--Topical Terms:

1669073
Education, Instructional Design.

Changes in faculty self-efficacy based on orientation strategies.
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245 1 0 $a Changes in faculty self-efficacy based on orientation strategies.
300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Sonja Irlbeck.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a Since faculty with high self-efficacy have been shown to help students succeed, it is important for universities to help faculty achieve high self-efficacy from the first day. This research considered the impact of two different orientation strategies on faculty self-efficacy. One strategy focused on when orientation was offered, either before teaching a course or after teaching had already started. This strategy was based on constructivist theory and experiential learning. The other strategy was whether a face-to-face meeting was included as part of orientation, based on constructivism, social cognitive theory, and sociocultural theory. Information was also gathered on the teaching experience of each respondent. A quantitative explanatory study was used. New faculty enrolled in orientation from one university were invited to participate. While no significant relationships were found, these results provided some slight indication that those with more years of teaching experience and higher initial self-efficacy may experience smaller increases in self-efficacy from training than other faculty. Given the outcome of this study, universities could consider tailoring orientation based on experience or initial self-efficacy. Additional research with larger sample sizes would be needed to confirm these results.
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