Online Technology Teaching Model: A pilot test by nursing faculty
Dorothy E. Baker, University of Delaware, United States
University of Delaware . Awarded
This project addressed the imminent need for faculty development about technology innovation in higher education curriculum. In tandem with technology initiatives and curricular needs of Wilmington College and the Division of Nursing, the purpose was to define and design a prototype online technology teaching model for the nursing faculty to pilot test and evaluate. The intent was to expose faculty to four basic technology tools (listservs, online tools, online data sets, WebQuests) and relevant pedagogical principles. The project answered two research questions: (1) Is the Online Technology Teaching Model (OTTM) an effective mechanism to introduce nursing faculty to selected technology strategies to innovate in curricula? and (2) What recommendations will develop as a result of pilot testing and analyzing evaluative data about the OTTM? The OTTM's conceptual foundations included interviews with higher education institutions, e-mail survey of multiple nursing programs, review of literature, doctoral technology and curriculum course work, and theoretical perspectives (e.g., adult learning, technology innovation). The Mini-Course and the University of Maryland University College models served as prototypes for the OTTM. The resulting OTTM was an interactive mechanism of 45 Power Point slides housed as a course in Blackboard. Components included an introduction, philosophy, pedagogy principles, purpose, instructions for use, four tools, and resources for Internet evaluation and technology use in curriculum. Definitions, purpose, interactive examples, and a tutorial were provided for each of the tools. An online evaluation tool used Likert-type and open-ended questions to elicit information about faculty's learning experience and the model itself. Three nursing faculty pre-piloted and 18 of 44 (41%) full time and adjunct faculty pilot tested and evaluated the OTTM. Findings indicated an increase in faculty's pre-OTTM and post-OTTM self-assessment mean scores in the areas of technology ability, knowledge, interest, comfort, and belief about benefit in curriculum. Faculty reported that the OTTM's strategies were useful, engaging, and learner-centered. A number of strong correlations were found among demographic, self-assessment, and evaluative responses. Faculty's open-ended responses indicated courses in which they could innovate technology tools. Recommendations for the Division of Nursing include: adopt the OTTM as a technology teaching mechanism, align with Educational Technology to meet faculty learning needs, and monitor faculty's innovation of curricular technology. A recommendation for Administration is to adopt the OTTM as a prototype model for other college divisions.
Baker, D.E. Online Technology Teaching Model: A pilot test by nursing faculty. Ph.D. thesis, University of Delaware.
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