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首页> 外文学位 >Instructional Design for Adjunct Faculty: A Study of the Relationship between Learning Management System Acceptance and Satisfaction with Online Teaching.
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Instructional Design for Adjunct Faculty: A Study of the Relationship between Learning Management System Acceptance and Satisfaction with Online Teaching.

机译：辅助教师的教学设计：学习管理系统的接受程度与在线教学满意度之间的关系研究。

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摘要

The purpose of this concurrent embedded mixed methods study was to describe the variables associated with adjunct faculty satisfaction with online teaching. In this study, a survey measured the quantitative relationships between learning management system (LMS) acceptance, attitude toward LMS use, and satisfaction with online teaching. Open-ended response items and personal interviews explored additional variables associated with adjunct faculty satisfaction with online teaching using qualitative content analysis. The reason for combining both quantitative and qualitative data was to understand the research problem better by triangulating both broad numeric trends and detailed views of the data.;The research methodology employed to resolve the questions and hypotheses addressed by this study was that of mixed methods survey research. This study used descriptive, correlational survey research for the quantitative strand and open-ended survey questions along with personal interviews for the qualitative strand.;The quantitative strand of this study found support for all six hypotheses, correlating each of the individual constructs of LMS acceptance to the affective measure of satisfaction with online teaching (p < .001) as mediated by attitude toward LMS use. The constructs of LMS acceptance, derived from the unified theory of acceptance and use of technology, were performance expectancy, effort expectancy, social influence, facilitating conditions, computer self-efficacy, and computer anxiety. Structural equation modeling demonstrated reasonable fit parameters for the statistical model and, along with qualitative content analysis, formulated added variables for further study as essential components of satisfaction with online teaching.;This study was significant in that it identified critical constructs of LMS acceptance based on years of valid and reliable technology acceptance theories that correlated to a widely recognized measure of job satisfaction. Moreover, it identified potential antecedents to and consequences of LMS acceptance. The final theoretical framework added the variables of faculty engagement, student engagement, workload, subject matter, job performance, and turnover intention as areas for future research with respect to satisfaction with online teaching.
机译：这项并行嵌入式混合方法研究的目的是描述与教师对在线教学的满意度相关的变量。在这项研究中，一项调查测量了学习管理系统（LMS）的接受程度，对LMS使用的态度以及对在线教学的满意度之间的定量关系。不限成员名额的答复项目和个人访谈使用定性内容分析，探索了与教师对在线教学的满意度相关的其他变量。结合定量和定性数据的原因是通过三角化广泛的数字趋势和数据的详细视图来更好地理解研究问题。；用于解决本研究要解决的问题和假设的研究方法是混合方法调查研究。本研究使用描述性，相关调查研究进行定量链和不限成员名额调查问题，以及使用个人访谈进行定性研究;该研究的定量链发现了对所有六个假设的支持，从而使LMS接受度的各个结构相互关联对LMS使用态度所介导的对在线教学满意度的情感测量（p <.001）。 LMS接受的构造源自对技术的接受和使用的统一理论，它们是性能预期，预期工作量，社会影响力，促进条件，计算机自我效能感和计算机焦虑。结构方程模型证明了统计模型的合理拟合参数，并与定性内容分析一起，制定了进一步研究的变量，这些变量是在线教学满意度的重要组成部分。该研究的意义在于，它基于以下方面确定了LMS接受的关键结构：多年有效且可靠的技术验收理论，这些理论与广泛认可的工作满意度测评相关。此外，它还确定了LMS接受的潜在先行条件和后果。最终的理论框架增加了教师敬业度，学生敬业度，工作量，主题，工作绩效和离职意向的变量，作为有关在线教学满意度的未来研究领域。

著录项

  • 作者

    Sitte, Michael J.;

  • 作者单位

    Cardinal Stritch University.;

  • 授予单位 Cardinal Stritch University.;
  • 学科 Secondary education.;Instructional design.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 224 p.
  • 总页数 224
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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