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


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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.

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

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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

Agenda

  • Purpose and background

  • Presentation of preliminary results

  • Discussion of implications and next steps


What we have data about

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.”


Role of the aaup

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.


Starting point

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.


Collaboration

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.


Background to the study

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.


Sample

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)


Content

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


Content1

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


Review of individual item responses

Review of Individual Item Responses

For questions #5 and #12:

Almost no help, Little help, Unsure/No opinion,

Moderately helpful, Somewhat helpful, Extremely helpful


Technical supportiveness 8 items 88 m 3 60 sd 77

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


Strategic integration 6 items 84 m 2 73 sd 86

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


Self efficacy 6 items 81 m 2 50 sd 89

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


Situational suitability 15 items 84 m 2 72 sd 64

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


Situational suitability

“Situational Suitability”


Slight differences among participants

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).


I mplications and next steps

Implications and Next Steps

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


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