The Influence of Faculty Beliefs on Online Teaching

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dc.contributor.authorEichelberger, Ariana
dc.date.accessioned2017-12-18T21:08:29Z
dc.date.available2017-12-18T21:08:29Z
dc.date.issued2015-05
dc.description.abstractThe purpose of this mixed-method, explanatory sequential multiple case study was to understand how the beliefs of college of education faculty members about students and colleagues influenced their online teaching. The study focused specifically on beliefs regarding student preparedness and the theory of digital natives. It also considered faculty beliefs about colleague actions and institutional expectations of online teaching. The study used the Technological Pedagogical Content Knowledge (TPACK) framework as a lens for looking at online teaching. Methods of data collection included a survey completed by 65 participants. The survey was then followed by interviews with six individual faculty members. Results indicate that participants’ beliefs about students and colleagues did in fact influence their online teaching in a variety of ways and with differing teaching outcomes. In addition, the author suggests that digital veterans and digital novices, rather than digital natives and immigrants may more accurately reflect differences in technology skills due to their focus on experience rather than age. The results of this study have implications for those who teach online as well as those who support them.
dc.description.degreePh.D.
dc.identifier.urihttp://hdl.handle.net/10125/50968
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.relationTheses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education, Interdisciplinary
dc.subjectWeb-based instruction
dc.subjectCollege teachers--Attitudes
dc.titleThe Influence of Faculty Beliefs on Online Teaching
dc.typeThesis
dc.type.dcmiText

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