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Transformational Journey of Educators in Technology : = A Mixed Methods Study of Tenured Business Faculty.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Transformational Journey of Educators in Technology :/
Reminder of title:	A Mixed Methods Study of Tenured Business Faculty.
Author:	McVey, Michael G.
Description:	1 online resource (307 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Adult education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369991949

Transformational Journey of Educators in Technology : = A Mixed Methods Study of Tenured Business Faculty.
McVey, Michael G.

Transformational Journey of Educators in Technology :A Mixed Methods Study of Tenured Business Faculty. - 1 online resource (307 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The existence of the internet has changed the world and has resulted in many impactful changes for higher education. More specifically, online education is seen as a means to meet the demands of students including non-traditional adult students (who work full-time, go to school part-time and are financially independent) for flexible course scheduling in higher education. Delivery of online educational programs at institutions of higher learning can mean significant change for the institution, faculty, and students. Careful consideration is paramount to a successful entry of not only how but why the institution is initiating such an educational format. Recent statistics show faculty in higher education are generally less accepting of the value and legitimacy of online education as a viable educational format and less accepting ultimately of online degrees. Faculty falling into this group do not view online education quality as comparable to that of traditional face-to-face coursework and therefore not as legitimate as an educational format to traditional coursework. This study, through the theoretical framework of transformative learning, focused on business faculty and online education. Specifically, tenured faculty members who were initially resistant to teaching online, changed their perspective, and came to value and teach online in business curriculum on a world-wide basis. Additionally considered was how teaching online impacted tenured business faculty's approach to teaching in a face-to-face classroom environment. To address this purpose, an exploratory sequential mixed methods research design was utilized. Interviews were conducted with 14 tenured business faculty across the country. Based upon the results of these interviews a survey was created and distributed to business faculty on a world-wide basis. Qualified responses were received from 206 survey participants. The findings suggest that while business faculty, including tenured, are resistant to teaching online and prefer to teach in a face-to-face environment, they are willing to reconsider to learn to teach online if requested by high ranking colleagues and are provided the necessary institutional support and training. The impact of having taught online altered business faculty's face-to-face teaching practices through more active learning methods for students. A perspective change to teach online resulted after spending time reflecting on various factors business faculty considered key to a successful entry to teach in an online environment. The importance of resistance as a construct of transformative learning was also identified as contributing to a change in mindset. This study is important to adult education because it is intended to shed light on how the most experienced faculty group, tenured business faculty, overcame their initial resistance to online education including teaching online. This will afford institutions of higher learning the knowledge of how to construct online course design, train and reduce the impact these resistance factors have on individual tenured business faculty. It will afford students an opportunity to learn from those individuals who have gained the highest level of success within their profession.

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

Mode of access: World Wide Web

ISBN: 9781369991949Subjects--Topical Terms:

555548
Adult education.
Index Terms--Genre/Form:

554714
Electronic books.

Transformational Journey of Educators in Technology : = A Mixed Methods Study of Tenured Business Faculty.
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504 $a Includes bibliographical references
520 $a The existence of the internet has changed the world and has resulted in many impactful changes for higher education. More specifically, online education is seen as a means to meet the demands of students including non-traditional adult students (who work full-time, go to school part-time and are financially independent) for flexible course scheduling in higher education. Delivery of online educational programs at institutions of higher learning can mean significant change for the institution, faculty, and students. Careful consideration is paramount to a successful entry of not only how but why the institution is initiating such an educational format. Recent statistics show faculty in higher education are generally less accepting of the value and legitimacy of online education as a viable educational format and less accepting ultimately of online degrees. Faculty falling into this group do not view online education quality as comparable to that of traditional face-to-face coursework and therefore not as legitimate as an educational format to traditional coursework. This study, through the theoretical framework of transformative learning, focused on business faculty and online education. Specifically, tenured faculty members who were initially resistant to teaching online, changed their perspective, and came to value and teach online in business curriculum on a world-wide basis. Additionally considered was how teaching online impacted tenured business faculty's approach to teaching in a face-to-face classroom environment. To address this purpose, an exploratory sequential mixed methods research design was utilized. Interviews were conducted with 14 tenured business faculty across the country. Based upon the results of these interviews a survey was created and distributed to business faculty on a world-wide basis. Qualified responses were received from 206 survey participants. The findings suggest that while business faculty, including tenured, are resistant to teaching online and prefer to teach in a face-to-face environment, they are willing to reconsider to learn to teach online if requested by high ranking colleagues and are provided the necessary institutional support and training. The impact of having taught online altered business faculty's face-to-face teaching practices through more active learning methods for students. A perspective change to teach online resulted after spending time reflecting on various factors business faculty considered key to a successful entry to teach in an online environment. The importance of resistance as a construct of transformative learning was also identified as contributing to a change in mindset. This study is important to adult education because it is intended to shed light on how the most experienced faculty group, tenured business faculty, overcame their initial resistance to online education including teaching online. This will afford institutions of higher learning the knowledge of how to construct online course design, train and reduce the impact these resistance factors have on individual tenured business faculty. It will afford students an opportunity to learn from those individuals who have gained the highest level of success within their profession.
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