Publication Date

2014

Document Type

Dissertation/Thesis

First Advisor

Mayall, Hayley J.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Educational Technology, Research and Assessment

LCSH

Web-based instruction||Computer-assisted instruction||Distance education||Universities and colleges--Faculty--Attitudes||Educational technology

Abstract

This quantitative study explored the Royal Commission of Jubail Colleges and Institute (RCJCI) faculty online teaching self-efficacy. Today, online teaching is a requirement to overcome educational barriers related to time and place. The RCJCI is planning to integrate technology into its educational system and as a first step this study determined the RCJCI faculty online teaching self-efficacy. The role of culture in influencing self-efficacy toward the adoption of online education was generally defined as the relationship between the faculty online teaching self-efficacy towards online education and how self-efficacy might be influenced by their cultural dimensions. The study was guided by two theoretical frameworks, Bandura self-efficacy and Hofstede's Cultural dimensions. To answer the research questions, two survey instruments were used, the Modified Computer Technology Integration Survey (MCTIS) to measure self-efficacy and the Values Survey Module (VSM) to measure Hofstede cultural dimensions. 213 faculty members responded to the electronic surveys. The findings from the descriptive data analysis indicated that the RCJCI had high levels of online teaching self-efficacy and suggested that the faculty have high confidence in their ability to use technology to deliver online educational materials. Hierarchal regression was conducted to explore the influence cultural dimensions had on the faculty online teaching self-efficacy. The findings of the regression concluded that culture did not predict faculty online teaching self-efficacy to a statistically significant degree. Which suggested that technology creates its own culture that is not influenced by the users' nationality and cultural background.

Comments

Advisors: Hayley Mayall.||Committee members: Pi-Sui Hsu; Wei-Chen Hung.

Extent

141 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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