From sage on the stage to technology 'macgyver': Faculty agility and technology-enhanced learning impacted by COVID-19

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)