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Adoption of the Internet as a teaching and learning tool: Patterns of use, motivators and barriers among outstanding faculty in community colleges.

机译：互联网作为一种教学工具：社区大学杰出教师中的使用方式，激励因素和障碍。

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摘要

Among institutions of higher education, community colleges are considered to be extremely responsive to change and to the needs of their constituencies. Community colleges are confronted with a new innovation, the Internet, which is transforming the way in which faculty and students interact, teach and learn. Examination of the learning revolution, the demands of a new generation of students, the role of a new information economy and competition in the educational marketplace suggested that it is necessary for faculty and administrators to reexamine their institutional and pedagogical roles. To appropriately adapt the Internet as part of the teaching and learning process, they must understand the factors that influence and hinder its adoption.;This study, using Rogers' theory of diffusion of innovation, attempted to identify and describe patterns of use, motivators, and obstacles confronting outstanding faculty in community colleges. The methodology used in this study was a combination of a status descriptive and explanatory descriptive survey. The survey collected quantitative and qualitative data; it was adapted from four scales of the "Teaching and Learning with Technology" items utilized by Dr. Michele Jacobsen from the University of Calgary in Alberta, Canada. Participants for this study included 622 individuals from community colleges across the nation who attended the 2000 National Institute for Staff and Organizational Development (NISOD) Conference in Austin, TX.;Data was analyzed by calculating the mean and standard deviation of items in three scales to illustrate the order in which respondents agreed and disagreed with survey items. In addition, Pearson chi-square values were computed in all items to examine the linear-by-linear association of items and seven independent variables: (a) gender, (b) age group, (c) regions of the US in which respondents live, (d) award status, (e) faculty rank, (f) adopter categories and (g) survey delivery method. Survey findings, differences and similarities among variables, and recommendations for future analysis are discussed within this study.
机译：在高等教育机构中，社区大学被认为对变化及其选民的需求极为敏感。社区学院面临着一项新的创新，即互联网，它正在改变教师与学生互动，教与学的方式。对学习革命，新一代学生的需求，新型信息经济的作用以及教育市场竞争的检验表明，教师和管理人员有必要重新审视其机构和教学作用。为了使互联网适当地适应教学过程，他们必须了解影响和阻碍互联网采用的因素。；本研究利用罗杰斯（Rogers）的创新扩散理论，试图确定和描述使用方式，动机，以及社区学院优秀教师面临的障碍。本研究中使用的方法是对状态描述性调查和解释性描述性调查的结合。调查收集了定量和定性数据；它改编自加拿大艾伯塔省卡尔加里大学的Michele Jacobsen博士使用的“技术教学与学习”项目的四个等级。这项研究的参与者包括来自全国各地社区学院的622名人员参加了在德克萨斯州奥斯汀举行的2000年美国国家员工与组织发展研究所（NISOD）大会;通过计算三个等级的项目的均值和标准差来分析数据说明受访者同意和不同意调查项目的顺序。此外，在所有项目中都计算了Pearson卡方值，以检查项目与七个独立变量之间的线性逐线性关联：（a）性别，（b）年龄组，（c）美国受访者所在的地区实时，（d）奖励状态，（e）教职级别，（f）采纳者类别和（g）调查交付方式。这项研究讨论了调查结果，变量之间的异同和对未来分析的建议。

著录项

  • 作者

    Husain, Silvia Patricia Rios.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education Administration.;Education Technology of.;Education Community College.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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