Investigating the Concerns of First-Time Distance Education Instructors

The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, whic...

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Autores principales:	Halil Kayaduman, Turgay Demirel
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	stages of concern distance education distance education adoption instructors' concerns concerns-based adoption model Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ec3b05696a504684a28a30c256fd8792
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spelling	oai:doaj.org-article:ec3b05696a504684a28a30c256fd87922021-12-02T19:26:00ZInvestigating the Concerns of First-Time Distance Education Instructors10.19173/irrodl.v20i5.44671492-3831https://doaj.org/article/ec3b05696a504684a28a30c256fd87922019-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4467https://doaj.org/toc/1492-3831 The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors’ concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors. Halil KayadumanTurgay DemirelAthabasca University Pressarticlestages of concerndistance educationdistance education adoptioninstructors' concernsconcerns-based adoption modelSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 5 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	stages of concern distance education distance education adoption instructors' concerns concerns-based adoption model Special aspects of education LC8-6691
spellingShingle	stages of concern distance education distance education adoption instructors' concerns concerns-based adoption model Special aspects of education LC8-6691 Halil Kayaduman Turgay Demirel Investigating the Concerns of First-Time Distance Education Instructors
description	The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors’ concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.
format	article
author	Halil Kayaduman Turgay Demirel
author_facet	Halil Kayaduman Turgay Demirel
author_sort	Halil Kayaduman
title	Investigating the Concerns of First-Time Distance Education Instructors
title_short	Investigating the Concerns of First-Time Distance Education Instructors
title_full	Investigating the Concerns of First-Time Distance Education Instructors
title_fullStr	Investigating the Concerns of First-Time Distance Education Instructors
title_full_unstemmed	Investigating the Concerns of First-Time Distance Education Instructors
title_sort	investigating the concerns of first-time distance education instructors
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/ec3b05696a504684a28a30c256fd8792
work_keys_str_mv	AT halilkayaduman investigatingtheconcernsoffirsttimedistanceeducationinstructors AT turgaydemirel investigatingtheconcernsoffirsttimedistanceeducationinstructors
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Investigating the Concerns of First-Time Distance Education Instructors

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