Faculty adoption of online teaching during the Covid-19 pandemic: A lens of diffusion of innovation theory
Faculty adoption of online teaching during the Covid-19 pandemic: A lens of diffusion of innovation theory
复制标题
Covid-19 大流行期间教师采用在线教学：创新理论传播的视角
DOI：
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发表时间：
2022
影响因子：
4.1
通讯作者：
E. Timuçin
中科院分区：
文献类型：
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作者：
Ünal Çakıroğlu;Esin Saylan;Isak Çevik;Mehmet Zülküf Mollamehmetoğlu;E. Timuçin
在 Covid-19 大流行期间，高等教育从面对面教育转向在线教育，教师对于应对这种强制性形势的挑战有不同的看法。为了更好地了解疫情期间教师采用情况的变化，我们以创新理论的传播为理论视角，通过在线调查问卷对 307 名学者进行了调查。结果表明，本研究中的采用者是创新者（11%）、早期采用者（23%）、早期大众（18%）、晚期大众（22%）和落后者（26%），与理论模型中的值略有不同。这可以通过以下事实来解释：需要紧急情况的创新会带来采用者类别价值观的变化。通过检查问卷数据，我们将结果分为支持性、功能性、指导性、互动性、适应性以及同步课程在新的应急教学条件下影响创新扩散的特征。通过影响这些维度的因素讨论了采用过程。已经提供了显着发现的含义和对未来研究的方向。
对实践或政策的影响：
学者们在大学的各种设计和应用中可能有更好的在线学习体验。
学术界可以通过充分且适当的组织、技术和学习支持，为意外的教学情况做好准备，以实现高质量的产出。
可以引导所有教育机构、学术界和大学在未来的流行病、战争等情况下更轻松、更快速地采用技术。
During the Covid-19 pandemic, higher education shifted from face-to-face to online education and teachers had various perspectives about remedying the challenges of this mandatory situation. Drawing on the diffusion of innovation theory as a theoretical lens to better understand the change in the adoptions of the faculty during the pandemic, we surveyed 307 academics with an online questionnaire. The results indicated that the adopters in this study were innovators (11%), early adopters (23%), early majority (18%), late majority (22%), and laggards (26%), revealing somewhat different percentages from the values in the theoretical model. This can be explained by the fact that innovations that require an emergency situation bring about changes in the values of the adopter categories. Examining the questionnaire data, we categorised the results as support, functionality, guidance, interaction, adaptation and the features of synchronous lessons influencing the diffusion of innovation during the new emergency teaching condition. The adoption process was discussed through the factors influencing these dimensions. The implications of notable findings and directions for future studies have been provided.
Implications for practice or policy:
Academics may have better online learning experiences in various designs and applications at universities.
Academics may be prepared for unexpected teaching situations with adequate and appropriate organisational, technical and learning support to achieve quality outputs.
All educational institutions, academics, and universities in particular, can be guided to adopt technologies more easily and quickly in such situations as future pandemics, wars, etc.
鼓励教师在线教学：利用罗杰斯的创新传播理论。
DOI：
10.1097/acm.0000000000002519
发表时间：
2019
期刊：
Academic medicine : journal of the Association of American Medical Colleges
影响因子：
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作者：
Mayowski,ColleenA;Rubio,DorisM;Norman,MarieK
通讯作者：
Norman,MarieK