Cohort-Based Technology Training: A Collaboration with Faculty Grounded in Diffusion of Innovation and Faculty Learning Community Theories

Librarians excel at teaching patrons how to use resources for their research and learning needs. Librarians can introduce these skills into faculty technology training since faculty research needs often intersect with their technology interest, be it mobile devices, technology-enhanced teaching strategies, or tools that support their research. The purpose of this paper is to explore a framework for collaboration in technology training through the lens of a “faculty learning community” and a “diffusion of innovation theory.” This will be examined through a case study of the author’s library, where a multi-year intentional and systematic collaboration with instructional design and Information Technology (IT) staff led to the library taking on a leadership role in technology training at its institution

How should the higher education workforce adapt to advancements in technology for teaching and learning?

In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a given technology is worth using and an understanding of the contexts in which it is best used. The paper examines approaches to educational professional development at The Open University, including recent initiatives related to faculty development in relation to mobile learning. The paper reflects on what can be learnt from these experiences and proposes a lifelong learning perspective which can help the higher education workforce to adapt. Faculty members have to commit to lifelong learning, remembering that ‘professional role model’ to students is one of the main roles of the teacher

Higher education instructors' intention to use educational video games: an fsQCA approach

Educational video games (EVGs) offer instructors a myriad of opportunities to motivate and engage students in the learning process. Nevertheless, instructors can be influenced by barriers that prevent them from using EVGs in their courses (e.g. lack of expertise with EVGs). Instructors can also be influenced by different drivers that might increase their intention to use EVGs. This research analyses the effects of four variables (perceived usefulness, perceived ease of use, attention, and relevance) as factors contributing or preventing the use of EVGs by instructors serving in Higher Education institutions. Data of 170 instructors, who were surveyed through an online questionnaire using a snowball sampling, is analysed via fuzzy-set Qualitative Comparative Analysis (fsQCA). Main results suggest that perceived usefulness and perceived ease of use of EVGs are sufficient conditions for Higher Education instructors to show behavioural intention to use EVGs in their courses. Results also suggest that both instructors' perceived capacity of EVGs to attract students' attention and perceived relevance of EVGs affect instructors' behavioural intention. Managerial implications for Instructor Training Programmes (ITP), limitations of the study, and future research lines are also addressed

Structural health monitoring on medium rise reinforced concrete building using ambient vibration method

Monitoring of structural health from initial stage of building construction to its serviceability is an ideal practise to assess for any structural defects or damages. Structural integrity could be intruded by natural destruction or structural deterioration, and worse if without remedy action on monitoring, building re-assessment or maintenance is taken. In this study the application of ambient vibration (AV) testing is utilized to evaluate the health of eighth stories medium rise reinforced concrete building in Universiti Tun Hussein Onn Malaysia (UTHM), based comparison made between the predominant frequency, fo, determined in year 2012 and 2017. For determination of fo, popular method of Fourier Amplitude Spectra (FAS) was used to transform the ambient vibration time series by using 1 Hz tri-axial seismometer sensors and CitySharkII data recorder. From the results, it shows the first mode frequencies from FAS curves indicate at 2.04 Hz in 2012 and 1.97 Hz in 2017 with only 3.14% of frequency reduction. However, steady state frequencies shown at the second and third modes frequencies of 2.42 Hz and 3.31 Hz by both years. Two translation mode shapes were found at the first and second mode frequencies in the North-South (NS-parallel to building transverse axis) and East-West (EsW-parallel to building longitudinal axis) components, and the torsional mode shape shows as the third mode frequency in both years. No excessive deformation amplitude was found at any selective floors based on comparison made between three mode shapes produced, that could bring to potential feature of structural deterioration. Low percentages of natural frequency disparity within five years of duration interval shown by the first mode frequencies under ambient vibration technique was considered in good health state, according to previous researchers recommendation at acceptable percentages below 5 to 10% over the years

Emergent Technology And The Millennial Generation: Examining The Perceptions Of Students And Implications For Instruction In Higher Education

The objective of this research was to determine students‘ perception of technology in higher education. The study participants were recruited from two institutions of higher learning: a small private women‘s historically black college (School A) consisting of about 740 students and a large public historically black university (School B) consisting of about 10,000 students, both located in a single mid-sized metropolitan area in the southeastern United States

Maybe, Maybe Not: Examining Factors that Influence Adjunct Faculty Members’ Instructional Technology Usage

This quantitative predictive study examines the influence of attitude, subjective norm (peer pressure) and perceived behavioral control on whether adjunct faculty will or will not utilize instructional technology in their classroom. Based on the Decomposed theory of planned behavior (Taylor & Todd, 1995) a survey of 286 adjunct faculty was conducted in a mid-western state-wide university and college system. The study also explored the working conditions of adjunct faculty which hinder their teaching withing the classroom. The finding shows the while attitude and subjective norm are statistically significant predictors of user’s intention, perceived behavioral control is the strongest predictor of intention to use instructor technology. However, current behavioral control by adjunct faculty is hindered by existing working conditions found within higher educational organizations

FACULTY JOB SATISFACTION RELATED TO ONLINE COURSE DESIGN

Online education has expanded and evolved slowly through the decades, but the COVID-19 pandemic of 2020-2021 put online education at the forefront of teaching and learning worldwide and sped up the design and delivery of online courses. This study sought to examine faculty attitudes and opinions (amid a global pandemic) toward online course design that may affect their job satisfaction levels. Specifically, it explored factors that could inhibit or contribute to faculty job satisfaction during their engagement in online instructional design. Further, the study was designed to gain an understanding of how pedagogical and technological changes influence the degree of job satisfaction for online faculty. Lastly, a collection of faculty-preferred strategies related to online course creation was sought. Online higher education faculty throughout the United States were asked to participate in an online 12-question survey. Responses were analyzed using t-tests, an analysis of variance, and means and percentages. The results of the survey suggested that job satisfaction varies based on certain aspects of work and the faculty’s work experience or situation. It also suggested that satisfaction levels are dependent upon the amount of support and resources provided during times of change. Finally, the survey highlighted the potential for greater job dissatisfaction when faculty are asked to engage in online design initiatives rather than daily online design tasks and strategies. Based on this, institutional policies, practices, and procedures should be examined to determine the amount of support and authority online faculty are given related to all aspects of online course design

Improving Faculty’s Educational Technology Adoption

The purpose of this Organizational Improvement Plan (OIP) is to assist higher education leaders in dealing with challenges related to faculty’s technology adoption and improve educational technology practices in teaching. This OIP investigates the current problem of practice (PoP) at Hall University which is based on the concerns related to faculty’s resistance towards using technology in teaching and in attending the existing educational technology training. This OIP has been analyzed through the lens of neoliberalism theory and its influence on higher education in terms of corporatization of education. This theory provides a holistic understanding of the complex nature of higher education practices and culture. Reinforced by the principles of collaborative and malleable behaviors, adaptive and distributed leadership approaches are proposed to influence relevant changes that assist in improving faculty’s technology adoption. The premise of this OIP is to provide opportunities of collaboration for faculty to engage in learning about educational technology tools and approaches. The change implementation and communication plan of the proposed changes is guided by the Kotter Eight Step Model (1996). As for measuring the change outcomes, the PDSA cycle is used to monitor and evaluate the effectiveness of the change process. Upon implementation, it is predicted that the outcomes of this OIP will improve faculty’s engagement towards educational technology implementations in higher education

The Effect of Instructional Methodology on Pre-Service Educators\u27 Level of Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills – a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to evaluate three different course experiences on preservice educators’ level of TPACK. Results indicated that candidates who participated in course design that explicitly modeled technology integration, created a digital space to extend the community of practice, challenged participants to create collaborative solutions using Web 2.0 platforms, and integrated content on Universal Design for Learning showed significant increases in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Pedagogical Technological Knowledge, and Technological Pedagogical Content Knowledge when post scores were compared with pre-test scores. Multivariate analysis of variance between groups on each of the six TPACK subscales reviewed in this study indicated that this group also showed significantly higher gains in TPACK when compared to a fully online group and a face-to-face without technology-enhanced learning on Pedagogical Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge