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Motivating factors and barriers for ...

Miller, Kathryn L.

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Motivating factors and barriers for faculty online professional development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Motivating factors and barriers for faculty online professional development./
作者:	Miller, Kathryn L.
面頁冊數:	97 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Educational technology. -
電子資源:	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.
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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.
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