Digital Fluency of Faculty at a Distance Education University (original) (raw)
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Digital competence of higher education professors: analysis of academic and institutional factors
Master in Education and Digital Technologies and PhD student in ICTs (Information Technology and Communication) in Education, both at the Institute of Education of the University of Lisbon. Teacher and research assistant in the same institute. Online tutor on the courses of Research Methodology and E-learning and Distance Education of the Master’s program in Education and Digital Technology. Member of the GPTED (Educational Technologies Research Group).
The International Journal of Teaching and Learning in Higher Education, 2020
Higher education faculty use of current digital technologies based on their perception of importance, competence, and motivation is examined in this study. Two hundred and forty-seven faculty in the United States responded to an online survey on current digital technology use. Descriptive statistics and categorical means for the digital technologies are provided. Faculty rated the use of learning management system as the highest in terms of importance and competence. They rated social media as the lowest in terms of importance and adaptive learning in terms of competence. For motivation to integrate digital technology, faculty rated benefit to learning as the most influential factor and reappointment, promotion, and tenure as the least influential factor. Faculty characteristics such as gender, teaching level, primary teaching method, faculty rank, and teaching experience and its association with faculty beliefs of importance, competence and motivation on using digital technologies are also examined in this study.
Business Systems Research, 2022
Background: To provide high-quality education and remain innovative, thus contributing to sustainable development goals, educational institutions use digital tools and implement ICT in the teaching process. In addition to providing technical resources, it requires the appropriate education of teachers who should have the appropriate knowledge and skills to take full advantage of the opportunities provided by ICT. Objectives: The main objective of this article is to identify the current state of ICT knowledge and skills of university professors and high school teachers and to establish if there exists a relationship between their digital competencies and teaching experience. We strive to discover areas where digital competencies are already relatively high and ICT knowledge and skills gaps. Methods/Approach: Survey was conducted on a sample of university and secondary school professors who were asked to estimate their perceived level of knowledge and skills in various ICT domains. Results: The results of our research show that the total self-assessed level of competence is intermediate, with slightly higher values for ICT knowledge than for ICT skills. The results vary depending on the different subcategories of competencies and the years of respondents' teaching experience. Conclusions: Our research findings, which revealed variations and gaps in digital knowledge and skills among professors and teachers, may have significant policy implications for policymakers and educators committed to ensuring quality education.
The role of faculty in the digital education of tomorrow
Journal of Computing in Higher Education, 2005
Signs that a huge portion of our world is becoming digital are ubiquitous; the educational arena is not exempt. The influence of the Web and the dot-com phenomena signals a pending revolution. As a result, the model of teaching that has been the hallmark of higher education apparently has little place in tomorrow’s instruction. Rather, computer technology may hold the key to a more virtuous form of instruction, a model of instruction that, in part, is not new but whose use has been hindered by the prevailing fear of technology. However, promotion of such a model could assure faculty a significant place in this new era
Supporting the digital professor: information, training and support
Journal of Applied Research in Higher Education, 2020
PurposeThe purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.Design/methodology/approachA sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.FindingsFrom a list of digital technologies that included the LMS, Collaboration Tools (social media...
College faculty’s perception of technology tools & support: Supporting faculty to teach online
2020
The purpose of this survey research was to understand the perceptions of college of education (COE) faculty members about technology tools and how to support online teaching faculty. Results indicate that the majority of COE faculty were confident with using technology tools for their professional career needs and for teaching with students. The COE faculty also reported being confident in using the university-supported Laulima online course management tool (asynchronous) and the Blackboard Collaborate web conferencing tool (synchronous). Additionally, many faculty acknowledged that the COE for providing excellent training and support for using technology for teaching. The top three ways faculty preferred to learn new features or skills related to technology for teaching were asking a support person, followed by attending formal coursework or training sessions and working with an individual tutor. The results of this study have implications for those who teach online as well as thos...
Digital Competence: Where do the Higher Education Teachers Stand?
Universal Journal of Educational Research, 2021
Digitalization of higher education includes the use of digital tools and technologies for educational administration, teaching-learning process, evaluation, research, and extension activities. The 21st-century educational landscape is manifested by the key concept of digital competency of professionals in the knowledge area. Education and training, therefore, need to be at a premium, and the role of teachers being very important in imparting education and constructing learning experiences need to be continuously trained and updated. The nature of digital competency is exhilarating as well as requires specific efforts by teachers to adapt the latest technology-based skills. The idea behind the study was to find the answer to the question that where do the higher education teachers stand in this technological era? Thus, the study investigates the level of digital competence among higher education teachers and to find out their level in different dimensions of digital competence. Findings revealed that the higher education teachers under study have an intermediate level of digital competence only 8.44% of higher education teachers have an advanced level of digital competence. Higher education teachers have an intermediate level of digital competence in technological /operational/ instrumental dimension, information processing and management dimension, pedagogic/ knowledge construction dimension, and digital citizenship dimensions of DIGICOMP. The study concludes that higher education teachers may acquire the required knowledge, skills, and competence and elevate their level of digital competence to successfully compete in this technology-driven world.
�I�m Teaching What?!�: Preparing University Faculty for Online Instruction
Journal of Educational Research and Practice, 2012
The percentage of higher education students enrolled in online courses has increased from 9.6% in fall 2002 to 33% in fall 2010. Due to the increased importance of online courses and programs on university campuses, there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online master's program. Meeting minutes, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes of the process. The paper concludes with the presentation of practical recommendations, derived from documentation of the process, for preparing novice technology faculty for the delivery of online programs.
2009
Online education has become a staple of higher education institutions. In the latest survey conducted by the Sloan Foundation, it was found that over two-thirds of higher education institutions were offering a variety of online courses and programs. According to Allen and Seaman (2008), over 20 % of all students took at least one online course in 2006 and this is projected to continue to increase over time. However, observations at a specific urban university in the mid-west, shows vast variation in terms of faculty who choose to utilize online instructional technologies and a significant lag in desired online development. With the importance of online instruction, the question was asked was “how can an institution encourage their faculty members to move forward with online instruction? ” This article outlines the answer to that question by determining what factors were found to influence a faculty member’s decision whether or not to integrate online technologies into his or her cou...
ASCILITE Publications, 2022
While there have been studies into the roles and competencies of faculty in online learning environments, scholarly literature in the context of faculty accreditation is limited. This paper reports on the implementation of Technology Enhanced Learning framework in a university that aims at empowering the faculty members to use the best appropriate technology that enhance students' learning outcomes. We present the process of overcoming multi-faceted challenges of designing and implementation of a work-in-progress initiative intended to ensure its faculty will be ready to teach online (and remotely) on their own. The initiative was designed to identify the most essential competencies of teaching online at a university, help faculty understand these competencies, evaluate their current skill level in relation to these competencies, and close any gaps in skills. Change management strategies of challenging current teaching and learning regime, sharing common vision, motivating for actions are used. Preliminary observations from the pilot indicate that this approach allowed faculty to measure their current skills and take steps to address skill deficiency, though various challenges in ensuring the entire faculty population is prepared for online teaching still exist.