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Exploration of Faculty's Perceptions on Technology Change: Implications for Faculty Preparedness to Teach Online Courses

Exploration of Faculty's Perceptions on Technology Change: Implications for Faculty Preparedness to Teach Online Courses
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Author(s): Veronica Outlaw (University of South Carolina – Aiken, USA), Margaret L. Rice (The University of Alabama, USA) and Vivian H. Wright (The University of Alabama, USA)
Copyright: 2017
Pages: 16
Source title: Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
Source Author(s)/Editor(s): Kaye Shelton (Lamar University, USA) and Karen Pedersen (Online Learning Consortium, USA)
DOI: 10.4018/978-1-5225-0877-9.ch009

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Abstract

This chapter conveys the results of an original research study conducted in 2013-2014 to analyze the perceptions of faculty during a learning management system transition (frequent technology change or adoption). The purpose of the study is to determine if faculty perceptions of adopting new technology have an effect on their stress levels; thereby, affecting faculty preparedness. The literature indicates that higher Technological Self-Efficacy (TSE) should result in lower stress levels. Data analysis reveals faculty who indicated having moderate proficiency of TSE (45%) and possessing moderate stress levels (45%); having somewhat proficiency of TSE (27%) and possessing minor stress levels (32%); and having extreme proficiency of TSE (20%), yet possessing serious stress levels (14%). While these findings differ from other current literature findings, the literature does support the notion that higher stress levels have implications on faculty perceptions, behaviors, and preparedness (Iqbal & Kokash, 2011).

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