Emergent Learning Paths in Higher Education Online Learning: Pedagogical Implications for Faculty Adoption of Web 2.0 Technologies
PROCEEDINGS
Marianne Justus, University of Phoenix, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
Technology plays a major role in higher education online learning beyond the delivery of virtual content. Despite the promise that technology holds for education, current approaches to integrating technology have proven to be complex and frustrating for instructors. Understanding faculty attitudes toward emerging technology and its pedagogical value to student success may help to inform the current disconnect between the potential for technology integration and the tensions surrounding its implementation. A deeper investigation of the factors under which faculty adopt certain technologies over others may support future planning efforts by the institution, enhance student engagement and increase retention. This paper introduces an exploratory qualitative case study in progress addressing faculty attitudes toward the pedagogical value of integrating emerging technology and the conditions most likely to promote such integration. Attendees will be invited to provide additional insights.
Citation
Justus, M. (2015). Emergent Learning Paths in Higher Education Online Learning: Pedagogical Implications for Faculty Adoption of Web 2.0 Technologies. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1193-1195). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from https://www.learntechlib.org/primary/p/150158/.
© 2015 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Bowman, S. (2013). A formative evaluation of WIKI’s as a learning tool in a face to face juvenile justice course. Educational Technology Research and Development, 61(1), 3-24. Doi:10.1007/s11423-012-9273-2
- Davis, F., Bagozzi, R. & Warshaw, P. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 928-1003.
- Kirschner, P., & Karpinski, A. (2010). Facebook and academic performance. Computers in Human Behavior, 26(6), 1237–1245.
- Leedy, P., & Ormrod, J. (2010). Practical research: Planning and design (9th ed). Upper Saddle River, NJ: Prentice Hall.
- Rubin, A. (2008). Practitioner's guide to using research for evidence-based practice. Hoboken, NJ: John Wiley& Sons, Inc.
- Simon, M., & Goes, J. (2013). Dissertation and scholarly research: Recipes for success: 2013 Edition. Lexington, KY
- Veletsianos, G., & Kimmons, R. (2013). Scholars and faculty members lived experiences in online social networks. The Internet and Higher Education, 16(1), 43–50. Doi:10.1016/J.iheduc.2012.01.004
- Venkatesh, V., & Davis, F.D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- SITE_2015_Emergent_Learning_Paths.pptx (Access with Subscription)
