ABSTRACT
Although research has been conducted on the benefits of technology-enhanced learning in education, some higher education institutions have adapted and embraced these technological benefits, but others have not. The COVID-19 pandemic brought a heightened awareness of technology-enhanced learning and the need for faculty to support the adoption of technology tools in their instructional practices. The purpose of this qualitative, descriptive study was to explore faculty perceptions of the impact of a rapid need-based pivot to remote learning during the COVID-19 global pandemic. The study is grounded in the Technology Acceptance Model 3, which connects multiple perceptions of a technology user with indications of acceptance and use of technology. This model also considers the use of technology under voluntary and involuntary circumstances. Interviews with 13 faculty members from various campuses were conducted as the primary data collection method to answer the research question: What are faculty perceptions of the use of technology-enhanced learning resulting from their experiences during COVID-19? The findings of this study add to the body of knowledge on faculty transitions to technology acceptance, provide current perceptions of faculty regarding academic technology integration since the pandemic, and establish the basis for creating a faculty development series in technology-enhanced learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Although research has been conducted on the benefits of technology-enhanced learning in education, some higher education institutions have adapted and embraced these technological benefits, but others have not. The COVID-19 pandemic brought a heightened awareness of technology-enhanced learning and the need for faculty to support the adoption of technology tools in their instructional practices. The purpose of this qualitative, descriptive study was to explore faculty perceptions of the impact of a rapid need-based pivot to remote learning during the COVID-19 global pandemic. The study is grounded in the Technology Acceptance Model 3, which connects multiple perceptions of a technology user with indications of acceptance and use of technology. This model also considers the use of technology under voluntary and involuntary circumstances. Interviews with 13 faculty members from various campuses were conducted as the primary data collection method to answer the research question: What are faculty perceptions of the use of technology-enhanced learning resulting from their experiences during COVID-19? The findings of this study add to the body of knowledge on faculty transitions to technology acceptance, provide current perceptions of faculty regarding academic technology integration since the pandemic, and establish the basis for creating a faculty development series in technology-enhanced learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Learning can be more efficient, effective and interesting if we can identify more about our students and know how they learn. Due to COVID-19, schools and colleges are offering online classes. It has a significant impact on students' success. Therefore, course modality and teaching pedagogy need to be taken into consideration for crafting and creating instructional experiences that make leaning appealing and effective. A number of innovative teaching methods such as active learning, hybrid learning, social learning and flipped classrooms have been proposed and tested. Practically, several methods together can be helpful for students. In this study, I conducted an experiment and identified effective learning methods for graduate level courses. According to this study, 94% students responded positively about this course design. The results also show that 83.5% students prefer face-to-face classes and 97% students find in-class problem solving effective to understand a concept better. Many courses incorporate team-based learning which is a proven approach. In this study, the benefits and limitations of team-based programming projects are identified as well as students' opinion in this regard. The results show that 85% students prefer team-based programming projects. Surprisingly 59.1% students mentioned all members do not contribute fairly evenly. This is a common problem in group works. So, small group size could be effective to overcome this problem. © 2021 IEEE.