• Login
    View Item 
    •   NWU-IR Home
    • Research Output
    • Faculty of Natural and Agricultural Sciences
    • View Item
    •   NWU-IR Home
    • Research Output
    • Faculty of Natural and Agricultural Sciences
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Looking out and looking in: exploring a case of faculty perceptions during e-learning staff development

    Thumbnail
    Date
    2013
    Author
    Esterhuizen, Hendrik Daniël
    Blignaut, Seugnet
    Ellis, Suria
    Metadata
    Show full item record
    Abstract
    This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a t-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of looking in and looking out from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.
    URI
    http://hdl.handle.net/10394/14126
    Collections
    • Faculty of Education [733]
    • Faculty of Natural and Agricultural Sciences [4782]

    Copyright © North-West University
    Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of NWU-IR Communities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisorThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisor

    My Account

    LoginRegister

    Copyright © North-West University
    Contact Us | Send Feedback
    Theme by 
    Atmire NV