online instructional self-efficacy and acceptance
DESCRIPTION
Online Instructional Self-Efficacy and Acceptance. Aligning Online Instructional Self-Efficacy, Attitudes and Needs with Institutional Goals. Rebecca A. Croxton, MLIS Anthony S. Chow, PhD University of North Carolina at Greensboro. Session Objectives. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/1.jpg)
Online Instructional Self-Efficacy and
Acceptance
Aligning Online Instructional Self-Efficacy, Attitudes and Needs with
Institutional GoalsRebecca A. Croxton, MLIS
Anthony S. Chow, PhDUniversity of North Carolina at
Greensboro
![Page 2: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/2.jpg)
Session Objectives
• Explore the mismatch between higher education institutional goals & faculty members’ acceptance of online learning & contributing factors
• Understand how online instructional self-efficacy relates to the acceptance of online learning.
• Learn meaningful and useful ways to build online instructional self-efficacy for faculty.
![Page 3: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/3.jpg)
Why does this matter?Big changes are happening across the country, but there is a mismatch...
Allen & Seaman, 2013
0% 10% 20% 30% 40% 50% 60% 70% 80%
0.69
0.3
Acceptance of Online Learning
FacultyUniversity Admin-istrators
Acceptance Rate
![Page 4: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/4.jpg)
![Page 5: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/5.jpg)
Why the mismatch?
Attitudes“I want to do it.”
Self Efficacy“I can do it.”
Capacity“I have the support I need.”
Institutional Goals
Look for the gaps…
Needs“I have the services I need.”
![Page 6: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/6.jpg)
Developing a clearer picture at one university…
Concurrent-Convergent Mixed Method DesignQuantitative Data
Collection Qualitative Data Collection
Findings Merged for Interpretation
Online survey of faculty (n=47)
Survey of Instructional Technology
Consultants (n=3)
Online survey of faculty (open-
ended questions)(n=47)
Semi-structured interviews with
university leaders(n=3)
![Page 7: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/7.jpg)
University online learning priorities
“Our online initiatives have become a really crucial component of our enrollment strategy … Our online enrollment just has continued to grow.”
Interview with university leader, July 2013
![Page 8: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/8.jpg)
Faculty say…
“I have very little interest in learning to teach my courses online. I don’t believe that the online situation is really beneficial to students. It is largely beneficial to the university’s cash flow.”
Faculty survey participant, July 2013
![Page 9: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/9.jpg)
Faculty perceptions of priorities…
University School/College Department Me (Faculty)0.00
1.00
2.00
3.00
4.00
5.00
6.00
5.074.50
4.183.71
Online Learning is a priority for my...
Mea
n A
gree
men
t Rat
ing
(1=A
gree
/7=D
isag
ree)
![Page 10: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/10.jpg)
Faculty Perceptions
Self-Efficacy Attitudes Capacity0
5
10
15
20
25Faculty Perceptions about Online Learning
Assistant ProfessorAssociate ProfessorFull ProfessorAll Participants
Academic Rank
Mea
n R
atin
gs o
f Con
stru
ct
Sco
re R
ange
: 0-2
8
Midpoint on Scale
![Page 11: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/11.jpg)
Findings show moderate attitude scores, but…
38%62
%
Relevance of Online Learning
Negative Response (1 or 2)
Neutral Response
38%62
%
Interest in Teaching On-line
Negative Response (1 or 2)
Neutral Response
![Page 12: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/12.jpg)
Findings show moderate scores self-efficacy scores, but…
23%
77%
Feels prepared and confident to teach online
Negative Response (1 or 2)
Neutral Response
![Page 13: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/13.jpg)
Services & Support NeedsTop ranked needs (of 20)
Rank Service Mean Rating(scale of 1 to 7)
1 Faculty & department incentives 5.95
2 Help desk real-time support 5.93
3 Course design 5.71
4 Multimedia development for courses 5.70
5 Assessment of quality of online learning 5.67
![Page 14: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/14.jpg)
Instructional Self-Efficacy is a significant predictor of Attitude
Scatterplot and Fit Line suggest that Self-Efficacy is a predictor of
Attitudes.
Regression Analysis: Instructional Self-Efficacy is a Significant Predictor of Attitudes about Online Learning
• Adjusted R square: 0.353
• Significance < .05
![Page 15: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/15.jpg)
Years of Teaching Online is a Significant Predictor of Attitudes
Regression Analysis: Years of Teaching is a Significant Predictor of Attitudes about Online Learning
• Adjusted R square: 0.323
• Significance < .05Scatterplot and Fit Line suggest
that Years Teaching Online is a predictor of
Higher Attitudes.
![Page 16: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/16.jpg)
What the findings suggest…
Attitudes Instructional Self-Efficacy
Capacity Needs
• >1/3 faculty feel online learning is not relevant
• > 1/3 faculty have no interest in teaching online
• Nearly 1/4 faculty have very low instructional self-efficacy
Overall perceptions of “capacity” to teach online are low to moderate for all participants
Support needs are many across all faculty participants
• As Instructional Self-Efficacy , attitudes .
• As the number of courses taught , attitudes .
![Page 17: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/17.jpg)
Where do we go from here?
![Page 18: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/18.jpg)
Let’s start by tackling one piece of the puzzle.
Instructional Self-Efficacy
![Page 19: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/19.jpg)
Building Self-EfficacyInstructional self-efficacy – Personal beliefs about one’s capabilities to help students learn.
• Actual Performance• Vicarious Experience• Multiple Models• Mentoring / Internships
Schunk, 2012.
![Page 20: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/20.jpg)
Motivation / Self Efficacy Literature Suggests…
Actual Performance
Vicarious Experience
Multiple Models
Mentoring / Internships
Successful performance raises efficacy & failures lower it.Occasional failure after many successes should not have much effect.
Observe successful peers model specific behaviors - especially those who are relatively new to online learning (Helps to aid perception of greater similarity.)
Multiple models increase probability that observers will perceived themselves as similar to at least one of the models.
Pair experienced online faculty with new online faculty to provide modeling, guidance, support, and positive encouragement.
Schunk, 2012.
![Page 21: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/21.jpg)
Working together we can do great things!
![Page 22: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/22.jpg)
Limitations of Study• More than 60% of survey participants
had no experience teaching online.
• One institution studied.
• Limited sample size.
![Page 23: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/23.jpg)
ReferencesAllen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online educaiton in the United States (Report) [PDF]. Retrieved from htttp://www.onlinesurvey.com/reports/changingcourse.pdf
Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed). Boston, MA: Pearson.
![Page 24: Online Instructional Self-Efficacy and Acceptance](https://reader036.vdocuments.site/reader036/viewer/2022062323/5681618e550346895dd127a6/html5/thumbnails/24.jpg)
Thank you!
For more information, please contact:
Becky Croxton: [email protected]
Anthony Chow: [email protected]