東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Motivating factors and barriers for ...

Miller, Kathryn L.

Linked to FindBook

Google Book

Amazon

博客來

Motivating factors and barriers for faculty online professional development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Motivating factors and barriers for faculty online professional development./
Author:	Miller, Kathryn L.
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701019
ISBN:	9781321713480

Motivating factors and barriers for faculty online professional development.
Miller, Kathryn L.

Motivating factors and barriers for faculty online professional development. - 97 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Morehead State University, 2015.

The purpose of this study is to examine the motivating factors and barriers for faculty in a small, rural community college in eastern Kentucky to take online professional development. Using a survey from previous research, the participants were surveyed with 40 questions to solicit data about motivations, barriers and demographic information. A Likert scale was used for 33 of the questions, while two open-response questions were added for the qualitative analysis. The last 5 questions were to solicit demographic information from the participants.

ISBN: 9781321713480Subjects--Topical Terms:

517670
Educational technology.

Motivating factors and barriers for faculty online professional development.
LDR:03404nmm a2200301 4500 001 2065985
005 20151205152900.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321713480
035 $a (MiAaPQ)AAI3701019
035 $a AAI3701019
040 $a MiAaPQ $c MiAaPQ
100 1 $a Miller, Kathryn L. $3 3180744
245 1 0 $a Motivating factors and barriers for faculty online professional development.
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Lenora J. Justice.
502 $a Thesis (Ed.D.)--Morehead State University, 2015.
520 $a The purpose of this study is to examine the motivating factors and barriers for faculty in a small, rural community college in eastern Kentucky to take online professional development. Using a survey from previous research, the participants were surveyed with 40 questions to solicit data about motivations, barriers and demographic information. A Likert scale was used for 33 of the questions, while two open-response questions were added for the qualitative analysis. The last 5 questions were to solicit demographic information from the participants.
520 $a An exploratory factor analysis was run on the coded responses, and one factor including four components emerged from the 33 questions. The four survey items were directly related. All four components were intrinsic motivators that included: (1) Professional development is useful to my teaching career; (2) advantages of taking online professional development outweight the disadvantages; (3) online professional development helps make creating course content easier, and (4) taking online professional development can help improve my teaching performance. The open response question analysis of self-declared barriers included 36% of the respondents noting isolation, lack of interaction, and difficulty in getting questions answered in online professional development. Another 24% of the respondents stated problems with lack of time to participate. The responses also reflected that 40% of the participants like the flexibility and accessibility of online professional development, while 12% of the respondents cited that funding associated with the professional development was a motivator.
520 $a The study suggests that intrinsic motvation, flexibility and accessibility are the main motivators for taking online professional development, while isolation and lack of interaction are the primary barriers. In other words, to increase faculty particpation in online professional development, value for the activity must be increased. Also, collaboration and communication among faculty members must be an integral part in the online professional development activty. Additionally, administrators must provide appropriate funding to participate in the online professional development as well as funding to implement innovations learned, and lastly, professional development coordinators should also make sure that the purpose of the online professional development activity is appropriate to increase knowledge in teaching and areas of expertise.
590 $a School code: 1368.
650 4 $a Educational technology. $3 517670
650 4 $a Higher education administration. $3 2122863
690 $a 0710
690 $a 0446
710 2 $a Morehead State University. $b College of Education. $3 2098386
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 1368
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701019