html5-img
1 / 18

Presentation to Faculty: Preliminary Results of Study of Faculty Attitudes Related to Online Instruction

Presentation to Faculty: Preliminary Results of Study of Faculty Attitudes Related to Online Instruction . David J. Prottas , Associate Professor Catherine M. Cleaver, Executive Director, AAUP Chapter Deborah Cooperstein , Professor, President, AAUP Chapter October 9, 2013. Agenda.

ajay
Télécharger la présentation

Presentation to Faculty: Preliminary Results of Study of Faculty Attitudes Related to Online Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Presentation to Faculty: Preliminary Results of Study of Faculty Attitudes Related to Online Instruction David J. Prottas, Associate Professor Catherine M. Cleaver, Executive Director, AAUP Chapter Deborah Cooperstein, Professor, President, AAUP Chapter October 9, 2013

  2. Agenda • Purpose and background • Presentation of preliminary results • Discussion of implications and next steps

  3. What We Have Data About “… your attitude towards teaching through an online format (whether synchronous or asynchronous) those courses that you usually teach in a traditional classroom setting to the students that you usually teach at Adelphi.”

  4. Role of the AAUP • Collective Bargaining Agreement (CBA) governs working conditions of all faculty. • CBA establishes obligations and rights of both faculty and administration. • Increased online instruction may materially change working conditions of the faculty. • Increased online instruction may necessitate material changes in support and resources on the part of the administration. • AAUP may need to negotiate necessary changes to the CBA or grieve violations of the existing one.

  5. Starting Point • Every university must develop its own unique strategy for online instruction. • Online instruction is not a quick and simple fix for a short term problem. • Adelphi’s strategy for online instruction must be: • One component of its overall long term strategy. • Recognize the needs, interests and capabilities of its current students. • Properly supported with the necessary resources. • Respect the knowledge and capabilities of the faculty.

  6. Collaboration • AAUP approached the administration in March 2013 with a proposal to work jointly on a study to develop actionable information before the end of the semester. • Administration said they had other priorities and would consider such an effort in 2014.

  7. Background to the Study • Issues related to online instruction constant topic of discussions between AAUP and administrators. • Administrators make assertions about faculty attitudes and behaviors. • AAUP makes assertions based on informal faculty feedback (i.e., anecdotes). • Current study attempt to systematically obtain actionable information from the widest range of faculty.

  8. Sample • Spring 2013 (online and paper-and-pencil) • All full- and part-time faculty at AU. • Response Rate: 44% (421) • Full-time: > 67% (216) • Part-time: > 28% (179)

  9. Content • 35 items, 28 positively and 7 negatively worded intended to assess • Five-point Likert-type responses plus Unsure/No Opinion. • Strongly disagree, Disagree, Neither Agree/Disagree, Agree, Strongly Agree • Almost no help, Little help, Moderately helpful, Somewhat helpful, Extremely helpful • Items appear to relate to four dimensions • Technical Supportiveness • Strategic Integration • Self-efficacy • Situational Suitability

  10. Content • 35 items assessing “your attitude towards teaching through an online format (whether synchronous or asynchronous) those courses that you usually teach in a traditional classroom setting to the students that you usually teach at Adelphi.” • Five-point Likert-type responses plus Unsure/No Opinion. • Strongly disagree, Disagree, Neither Agree/Disagree, Agree, Strongly Agree • Almost no help, Little help, Moderately helpful, Somewhat helpful, Extremely helpful • 28 positively worded (i.e., people who agree would have more positive attitudes) and 7 negative • Items appear to relate to four dimensions • Technical Supportiveness • Strategic Integration • Self-efficacy • Situational Suitability

  11. Review of Individual Item Responses For questions #5 and #12: Almost no help, Little help, Unsure/No opinion, Moderately helpful, Somewhat helpful, Extremely helpful

  12. “Technical Supportiveness” (8 items,α= .88, m = 3.60, SD = .77)

  13. “Strategic Integration” (6 items,α= .84, m = 2.73, SD = .86)

  14. “Self-efficacy” (6 items,α= .81, m = 2.50, SD = .89)

  15. “Situational Suitability” (15 items,α= .84, m = 2.72, SD = .64)

  16. “Situational Suitability”

  17. Slight Differences Among Participants Less experienced < ten years teaching at college level (n = 208 - 211). More experienced > eleven years teaching at the college level (n = 182 - 183).

  18. Implications and Next Steps This is where the faculty needs to decide what the implications are and what the next steps should be.

More Related