Effects of training in a distance education telecommunications system upon the stages of concern of college faculty and administrators /
The purpose of this study was to determine if formal distance education classroom training or classroom training combined with laboratory experiences would affect the concerns, attitudes and perceptions of college faculty and administrators about the implementation of distance education in their ins...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=727712171&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine if formal distance education classroom training or classroom training combined with laboratory experiences would affect the concerns, attitudes and perceptions of college faculty and administrators about the implementation of distance education in their institution. Twenty-seven faculty and administrators employed full-time in fall 1999 at Texas State Technical College-Marshall participated in the study. The quasi-experimental study utilized a pretest posttest control group design. The classroom group received nine hours of training in distance education teaching methodologies. The classroom and laboratory group participated in 9 hours of training and an additional 18 hours of laboratory experiences. The control group received no training. The Stages of Concern Questionnaire (SoCQ) from the Concerns-Based Adoption Model (CBAM) of change (Hall, George, & Rutherford, 1986) provided the framework for the quantitative component of this study. The seven stages of concern in CBAM represent a developmental sequence through which an individual progresses when confronted with an innovation. These seven stages are also grouped into three dimensions to enhance understanding of the adoption process. Analysis of Covariance (ANCOVA) was used to adjust for initial differences between groups before testing the significance of differences between groups. The Open-Ended Statetment of Concern instrument was administered as a pretest and posttest to supplement and validate the statistical analysis. The classroom group exhibited the expected progression through the Stages of Concern (SoC) after training. Significant differences occurred in the management, consequence, collaboration, and refocusing stages between the classroom and laboratory group and the control group. This indicated that classroom training and laboratory experiences were effective in assisting college faculty and administrators to progress more rapidly through the stages of concern about distance education. Significant differences also occurred in the task and impact dimensions between the classroom and laboratory group and the control group indicating that training and laboratory experience affected stages of concern about distance education. As distance education continues to evolve in post secondary institutions, it is important that institutions provide the necessary training to assist instructional and administrative personnel to adapt to the innovation and to implement it successfully. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xii, 109 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 89-95). |