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How Economics Faculty Perceive Adopting Podcasting as a Viable Teaching Method : = A Multicase Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How Economics Faculty Perceive Adopting Podcasting as a Viable Teaching Method :/
Reminder of title:	A Multicase Study.
Author:	Trombino, Frank V.
Description:	1 online resource (180 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9781321296112

How Economics Faculty Perceive Adopting Podcasting as a Viable Teaching Method : = A Multicase Study.
Trombino, Frank V.

How Economics Faculty Perceive Adopting Podcasting as a Viable Teaching Method :A Multicase Study. - 1 online resource (180 pages)

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (D.B.A.)--Northcentral University, 2014.

Includes bibliographical references

New learning technologies are introduced at such a fast pace that higher education faculty is pressed to become aware of new technological innovations. Research shows there are different levels of technical skills, interests, abilities and time commitment among the multiple generations of learners and educators regarding podcasting, particularly in the Economics classroom. The dominant undergraduate teaching method in Economics courses remains "chalk and talk" or in-person instruction. The specific problem is since podcasting for instructional purposes is still a relatively new approach in the Economics college classroom researchers are concerned about the barriers faculty will face in implementing this technology as a teaching method. The use of new technological innovations, such as podcasting adoption, should be addressed, if educators are to embrace, learn, and implement this educational innovation. The purpose of this qualitative study was to explore how undergraduate Economics faculty perceives adoption of podcasting as a viable teaching method in the college classroom. To satisfy the goal of this exploratory research study, a multiple-case research design was used. The participants in this study were eight undergraduate Economics faculty from higher educational institutions within the United States (U.S.). The data sources included for triangulation were observational field notes, personal interviews, and a quality audit through subject matter expert (SME) examination and reflection on the data. The findings were that Economics faculty generally perceived podcasting easy to use and adopted the technology as a supplementary teaching tool in the classroom. Economics faculty perceived podcasting as valuable to enhance student engagement; however, were hesitant to abandon classroom lectures and fully embrace podcasting, doubting the learning effects. Other findings were that Economics faculty lacked sufficient technical knowledge and proper policies were needed when using technology, especially as related to ownership of the teaching process. Recommendations for practice include adoption of the flipped classroom model, the need for greater understanding of faculty perceptions, educational technology training, and faculty involvement in governance and ownership issues. Future scholarly studies should focus on faculty generational differences, student learning outcomes, and ownership of the teaching process including the effect on the faculty's willingness to innovate with technology.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321296112Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

How Economics Faculty Perceive Adopting Podcasting as a Viable Teaching Method : = A Multicase Study.
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