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dc.contributor.authorEsterhuizen, Hendrik Daniël
dc.contributor.authorBlignaut, Seugnet
dc.contributor.authorEllis, Suria
dc.date.accessioned2015-07-23T08:11:18Z
dc.date.available2015-07-23T08:11:18Z
dc.date.issued2013
dc.identifier.citationEsterhuizen, H.D. et al. 2013. Looking out and looking in: exploring a case of faculty perceptions during e-learning staff development. International review of research in open and distance learning. 14(3):59-80. [http://www.irrodl.org/index.php/irrodl]en_US
dc.identifier.issn1492-3831
dc.identifier.urihttp://hdl.handle.net/10394/14126
dc.description.abstractThis 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.en_US
dc.description.urihttp://www.irrodl.org/index.php/irrodl
dc.language.isoenen_US
dc.publisherAthabasca University Pressen_US
dc.subjectTechnology enhanced learning (TEL)en_US
dc.subjectteacher trainingen_US
dc.subjectprofessional developmenten_US
dc.subjectmixed methods researchen_US
dc.subjectinteractive white boardsen_US
dc.subjectdeveloping contexten_US
dc.subjecttechnophobiaen_US
dc.titleLooking out and looking in: exploring a case of faculty perceptions during e-learning staff developmenten_US
dc.typeArticleen_US
dc.contributor.researchID21466386 - Esterhuizen, Hendrik Daniël
dc.contributor.researchID21152276 - Blignaut, Anita Seugnet
dc.contributor.researchID10188908 - Ellis, Susanna Maria


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