Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development

This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framewo...

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Autores principales:	Hendrik Daniël Esterhuizen, Seugnet Blignaut, Suria Ellis
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Technology Enhanced Learning (TEL) teacher training professional development mixed methods research interactive white boards developing context Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c6f6977739be4474aee19e637b17051c
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spelling	oai:doaj.org-article:c6f6977739be4474aee19e637b17051c2021-12-02T18:03:17ZLooking out and looking in: Exploring a case of faculty perceptions during e-learning staff development10.19173/irrodl.v14i3.13581492-3831https://doaj.org/article/c6f6977739be4474aee19e637b17051c2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1358https://doaj.org/toc/1492-3831 This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a t-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of looking in and looking out from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL. Hendrik Daniël EsterhuizenSeugnet BlignautSuria EllisAthabasca University PressarticleTechnology Enhanced Learning (TEL)teacher trainingprofessional developmentmixed methods researchinteractive white boardsdeveloping contextSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Technology Enhanced Learning (TEL) teacher training professional development mixed methods research interactive white boards developing context Special aspects of education LC8-6691
spellingShingle	Technology Enhanced Learning (TEL) teacher training professional development mixed methods research interactive white boards developing context Special aspects of education LC8-6691 Hendrik Daniël Esterhuizen Seugnet Blignaut Suria Ellis Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development
description	This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a t-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of looking in and looking out from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.
format	article
author	Hendrik Daniël Esterhuizen Seugnet Blignaut Suria Ellis
author_facet	Hendrik Daniël Esterhuizen Seugnet Blignaut Suria Ellis
author_sort	Hendrik Daniël Esterhuizen
title	Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development
title_short	Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development
title_full	Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development
title_fullStr	Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development
title_full_unstemmed	Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development
title_sort	looking out and looking in: exploring a case of faculty perceptions during e-learning staff development
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/c6f6977739be4474aee19e637b17051c
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Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development

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