Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework
Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework
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教师对在线教学的看法：使用技术接受模型作为组织框架探索文献
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发表时间：
2017
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影响因子：
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通讯作者：
Jacqueline A. Moss
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文献类型：
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作者：
Nancy Wingo;N. Ivankova;Jacqueline A. Moss
学术领导者可以更好地实施机构的战略计划，以促进在线课程，如果他们了解教师对在线教学的看法。技术接受模型的扩展版本，或TAM2（Venkatesh & Davis，2000），提供了一个框架，用于调查和组织有关影响教师采用在线交付方法的因素的研究文献，以及他们继续在线教学的意愿。本文介绍了1995年至2015年期间发表的67项关于教师在线教学的实证研究的综合结果，使用TAM2结构作为组织框架。这个验证模型提供了一个透镜了解研究教师的用户友好性和易用性的技术在线课程交付的看法，以及在线教学的整体经验。在这次审查中的研究显示，教师对他们的感知障碍，学生在网上课程的成功，他们的形象作为在线教师，技术支持需求的不确定性，以及他们的愿望，合理的工作量和可管理的在线课程的班级招生的关注。
Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that have influenced faculty’s adoption of online delivery methods for courses and their willingness to continue to teach online. This paper presents the results of a synthesis of 67 empirical studies about faculty teaching online published between 1995 and 2015, using TAM2 constructs as an organizing framework. This validated model provided a lens for understanding research about faculty perceptions of the user-friendliness and ease of use of technology for online course delivery, as well as the overall experience of teaching online. Studies in this review revealed concerns among faculty regarding their perceived barriers to student success in online classes, uncertainty about their image as online instructors, technical support needs, and their desire for reasonable workload and manageable class enrollments in online classes.