I am currently taking my final course for my Ph.D.--before I begin working on my dissertation (that is if I finish my two independent study modules--which I plan to do by May). I put off taking Quantitative Research because I am not really a math oriented person and I knew it would be a killer class. Well, I was right. At first I had a little problem with the course project since we can't propose a descriptive research project--it has to be experimental or correlational. Everything I want to research seems geared toward descriptive research. So, I had to modify my idea for an experimental design.
Purpose of Study: To determine whether participation in an 8-week faculty development course will influence instructors’ attitude toward and integration of technology in their teaching practices.
The following research questions will be used to guide this study:
1. What relationship exists between instructors’ participation in the faculty development course (Facilitating Learning Online) and their integration of technology in teaching?
Ha: There is a statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their integration of technology in teaching.
Ho: There is no statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their integration of technology in teaching.
2. Does instructors' use of technology in their teaching change as a result of their participation in the faculty development course (facilitating learning online)?
Ha: There is a statistically significant increase in instructors’ integration of technology in their teaching following participation in the faculty development course.
Ho: There is no statistically significant difference in instructors’ integration of technology in their teaching following participation in the faculty development course.
3. What relationship exists between participation in the faculty development course (facilitating learning online) and their teaching perspectives?
Ha: There is a statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their teaching perspectives.
Ho: There is no statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their teaching perspectives
4. Do instructors’ teaching perspectives change as a result of their participation in the faculty development course (Facilitating Learning Online)?
Ha: There is a significant change in teaching perspectives as a result of instructors’ participation in the faculty development course (Facilitating Learning Online).
Ho: There is no significant change in teaching perspectives as a result of instructors’ participation in the faculty development course (Facilitating Learning Online).
5. What relationship exists between instructors’ participation in the faculty development course (facilitating learning online) and their attitudes toward technology use in teaching?
Ha: There is a statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their attitudes toward technology use in teaching.
Ho: There is no statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their attitudes toward technology use in teaching.
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