BCSER: Exploring Faculty Perception and Self-efficacy in Lab-intensive Online Courses

BCSER：探索实验室密集型在线课程中的教师认知和自我效能

• 批准号: 2126023
• 负责人: Garth Crosby
• 金额: $ 34.99万
• 依托单位: Texas A&M Engineering Experiment Station
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2126023&HistoricalAwards=false
• 关键词: BCSER; Exploring; Faculty; Perception; Self

This capacity-building project is designed to develop the investigator's knowledge and skills as a STEM education researcher through intensive training followed by the design and implementation of a study to investigate the perceptions and self-efficacy of engineering faculty members who teach lab-intensive STEM courses online. The multifaceted professional development plan comprises coursework in educational research, workshops, and mentoring by a team of education researchers. The research is designed to use a mixed methods approach. Data will be collected through a survey of 140 engineering instructors plus interviews of five of the survey respondents. The research findings will add to the body of knowledge on faculty members’ perception and self-efficacy in online teaching. It will also provide insight into factors that may be impeding the growth of engineering and engineering technology programs.Surveys of thousands of postsecondary programs in the United States indicate that lab-intensive programs show a significantly lower rate of online implementation. However, study of the factors contributing to this trend has been limited. Using a sequential explanatory mixed methods approach, this project will probe the underlying factors influencing faculty members’ perception and self-efficacy in teaching lab-intensive online courses. The first phase of the study will survey 140 faculty members on these two constructs. The second phase will employ convenience and maximum variations sampling strategies to purposefully select five faculty for participation in semi-structured follow-up interviews to further explore survey findings. The researcher will develop his knowledge and skills in STEM education research through intensive professional development and will hone these through the experience of designing and conducting the aforementioned study.This project is supported by the ECR Building Capacity in STEM Education Research competition of the EHR Core Research (ECR) program. ECR funds fundamental STEM education research projects that focus on STEM learning and learning environments,broadening participation in STEM fields, and STEM professional workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该能力建设项目旨在通过强化培训发展调查员作为STEM教育研究员的知识和技能，然后设计和实施一项研究，调查在线教授实验室密集型STEM课程的工程教师的看法和自我效能。多方面的专业发展计划包括教育研究课程，研讨会和教育研究团队的指导。该研究旨在使用混合方法。数据将通过对140名工程讲师的调查以及对其中5名受访者的采访来收集。本研究结果将为教师在网路教学中的知觉与自我效能之研究提供参考。它还将提供洞察因素，可能会阻碍工程和工程技术programmes.Survey在美国数以千计的中学后程序的增长表明，实验室密集型程序显示出显着较低的在线实施率。然而，对促成这一趋势的因素的研究有限。本研究将采用序贯解释混合方法，探讨影响教师在实验密集型网络课程教学中的感知和自我效能感的潜在因素。研究的第一阶段将调查140名教师对这两个结构。第二阶段将采用便利性和最大变异抽样策略，有目的地选择五名教师参与半结构化后续采访，以进一步探索调查结果。研究人员将通过密集的专业发展来发展他在STEM教育研究方面的知识和技能，并将通过设计和进行上述研究的经验来磨练这些知识和技能。该项目得到了EHR核心研究（ECR）计划的ECR STEM教育研究能力建设竞赛的支持。ECR资助的基础STEM教育研究项目，重点是STEM学习和学习环境，扩大STEM领域的参与，以及STEM专业劳动力的发展。该奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。