FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W617312791> ?p ?o ?g. }

• W617312791 endingPage "256" @default.
• W617312791 startingPage "256" @default.
• W617312791 abstract "The purpose of the study was to examine organizational structural, cultural, pedagogical, and economic (reward system) elements of a traditional research-oriented university for influences on faculty adoption of computer-mediated learning technologies (CMLTs). Emergent driving and restraining societal and organizational influences (Lewin, 1951) on faculty members' adoption of CMLTs were examined. Faculty members' perceptions of the extent to which university policies and practices were aligned to support the successful design, development, and implementation of CMLTs were explored. A case study of faculty members, who had led CMLT development teams in a provincially funded Technology Enhanced Learning (TEL) initiative at one university between 2000 and 2005, was conducted in four stages. In the first stage of the study, focus groups and members' checks were held with instructional designers in order to identify potentially information-rich CMLT projects. Findings from this included an examination of the social negotiation process among members of CMLT development teams, and provided the bases for selecting faculty members to invite to participate in the study. Stage Two was a pilot of the faculty interview protocol that resulted in protocol refinement. In Stage Three, seven faculty members and one graduate student participated in interviews and members' checks of the results. Faculty members were asked to describe their motivations for adopting CMLTs into teaching praxis, any resultant changes to their scholarship of teaching, the compensation they received for time invested in pedagogical and technological innovation, and the extent to which institutional structures, cultures, and policies had supported or impeded their efforts. Stage Four involved an environmental scan of institutional and provincial documentation of the TEL initiative as an avenue to corroborating interview data. In this study, it was found that faculty motivations for CMLT adoption included individual responses to departmental initiatives, curricular renewal and standardization activities, personal-professional development, integrating research into teaching, enhancing student learning, increasing the flexibility of student access to learning opportunities, and improving communications with students. Participants reported a variety of resultant changes to their scholarship of teaching: (1) a shift away from traditional lectures and toward learner-focused tutorials, small group and peer-to-peer discussions, and independent learning opportunities for students accessing electronic learning resources; (2) a new or renewed interest in using innovative instructional strategies and learning environments; and (3) a new or heightened interest in researching educational effectiveness. Organizational support for CMLT projects included fiscal support from the TEL program, and in some cases, additional funding provided by departments or colleges; project management support from the institution; pedagogical support from instructional designers; technical and aesthetic support from information technologists, media developers, graphic artists, and a medical illustrator. Organizational and cultural impediments to successful completion of projects varied across college settings. Lack of sufficient time to devote to CMLT development projects, balancing competing research, teaching, and administrative responsibilities with project activities, and therefore, coping with a mismatch between tenure and promotion requirements and necessary time commitments to CMLT projects were pervasive. Difficulties in coordinating large development teams, the slow pace of acquiring approvals for new programs, problematic project management models, and colleagues' skepticism about and fear of integrating technology into teaching were common themes. This study surfaced implications for organizational change that could better enable faculty efforts to adopt CMLTs. Expanding tenure and promotion criteria to include CMLT development work (Archer, Garrison, & Anderson, 1999; Hagner & Schneebeck, 2001) and revising intellectual property policies for CMLT artifacts to better acknowledge faculty efforts (Hilton & Neal, 2001; Tallman, 2000) could do much to encourage the integration of technology into teaching. Promoting educational effectiveness research studies (Chyung, 2001), and bringing CMLT efforts in from the margins to become a core activity in the scholarship of teaching (Bates, 2001) could erode current skepticism and fear about technologies displacing faculty members (Olcott & Schmidt, 2000). Finally, in this study, theoretical implications for organizational change were posited. Traditional centralized and bureaucratic management styles are not well suited to supporting CMLT initiatives in higher education (Bates, 2001). A more distributed approach to leadership (Knapper, 2006) could better support necessary efforts to innovate, experiment, prototype, evaluate in order to incrementally improve project outcomes (Suter, 2001), create synergies between teaching and research activities, and garner faculty commitment to integrating computer-mediated learning technologies into contemporary teaching praxis." @default.
• W617312791 created "2016-06-24" @default.
• W617312791 creator A5000771861 @default.
• W617312791 date "2007-01-01" @default.
• W617312791 modified "2023-09-22" @default.
• W617312791 title "Faculty integration of computer-mediated learning technologies into teaching praxis" @default.
• W617312791 cites W115726817 @default.
• W617312791 cites W116803094 @default.
• W617312791 cites W1482019451 @default.
• W617312791 cites W1491932187 @default.
• W617312791 cites W1493641365 @default.
• W617312791 cites W1503967474 @default.
• W617312791 cites W1507904039 @default.
• W617312791 cites W1512997398 @default.
• W617312791 cites W1515532463 @default.
• W617312791 cites W1518145016 @default.
• W617312791 cites W1523039009 @default.
• W617312791 cites W1558097898 @default.
• W617312791 cites W1571322035 @default.
• W617312791 cites W1572038106 @default.
• W617312791 cites W1572434726 @default.
• W617312791 cites W1573709590 @default.
• W617312791 cites W1577633115 @default.
• W617312791 cites W1590154464 @default.
• W617312791 cites W1606821670 @default.
• W617312791 cites W1631767606 @default.
• W617312791 cites W1701471885 @default.
• W617312791 cites W1892688265 @default.
• W617312791 cites W1972306955 @default.
• W617312791 cites W1982818698 @default.
• W617312791 cites W1987930784 @default.
• W617312791 cites W1990513740 @default.
• W617312791 cites W2001162474 @default.
• W617312791 cites W2004550763 @default.
• W617312791 cites W2005942030 @default.
• W617312791 cites W2009481303 @default.
• W617312791 cites W2015478155 @default.
• W617312791 cites W2033952602 @default.
• W617312791 cites W2034016612 @default.
• W617312791 cites W204869719 @default.
• W617312791 cites W2056330418 @default.
• W617312791 cites W2065097888 @default.
• W617312791 cites W2066738175 @default.
• W617312791 cites W2068509574 @default.
• W617312791 cites W2075236735 @default.
• W617312791 cites W2081422929 @default.
• W617312791 cites W2083449279 @default.
• W617312791 cites W2101157755 @default.
• W617312791 cites W2101780042 @default.
• W617312791 cites W2125354991 @default.
• W617312791 cites W2135024261 @default.
• W617312791 cites W2142005956 @default.
• W617312791 cites W2143055513 @default.
• W617312791 cites W2147246909 @default.
• W617312791 cites W2151839191 @default.
• W617312791 cites W2153159647 @default.
• W617312791 cites W2162857444 @default.
• W617312791 cites W2249583835 @default.
• W617312791 cites W2271633327 @default.
• W617312791 cites W2322634152 @default.
• W617312791 cites W2396485975 @default.
• W617312791 cites W2404038545 @default.
• W617312791 cites W2479107982 @default.
• W617312791 cites W2489809839 @default.
• W617312791 cites W2504661953 @default.
• W617312791 cites W2505674582 @default.
• W617312791 cites W2562061678 @default.
• W617312791 cites W2573047055 @default.
• W617312791 cites W2796443302 @default.
• W617312791 cites W2798736877 @default.
• W617312791 cites W2910572681 @default.
• W617312791 cites W2936089245 @default.
• W617312791 cites W2970264147 @default.
• W617312791 cites W2972976915 @default.
• W617312791 cites W2975422600 @default.
• W617312791 cites W2989821218 @default.
• W617312791 cites W3047614709 @default.
• W617312791 cites W310752235 @default.
• W617312791 cites W3109089382 @default.
• W617312791 cites W3123044995 @default.
• W617312791 cites W3124175488 @default.
• W617312791 cites W3124872368 @default.
• W617312791 cites W3187302642 @default.
• W617312791 cites W344792250 @default.
• W617312791 cites W34854881 @default.
• W617312791 cites W4616025 @default.
• W617312791 cites W561208173 @default.
• W617312791 cites W584878280 @default.
• W617312791 cites W616316588 @default.
• W617312791 cites W652073543 @default.
• W617312791 cites W72041919 @default.
• W617312791 cites W97357709 @default.
• W617312791 cites W2342340280 @default.
• W617312791 hasPublicationYear "2007" @default.
• W617312791 type Work @default.
• W617312791 sameAs 617312791 @default.
• W617312791 citedByCount "3" @default.
• W617312791 countsByYear W6173127912014 @default.

• next