Publication Date

2024

Document Type

Dissertation/Thesis

First Advisor

Rhode, Jason

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

The COVID-19 pandemic led to an increase in Online learning. With this increase comes several challenges for instructors and students such as connectivity issues and student engagement. Organizations are spending millions of dollars developing emerging technologies such as emotion AI and other AI applications without taking cognizance of users’ intentions to adopt them. This research investigates instructor's experiences of post-pandemic teaching using Synchronous Online Learning (SOL). Additionally, this study used the Universal Theory of Acceptance and Use of Technology framework (UTAUT) to examine instructors’ intentions to use emotion AI. Faculty who taught from Spring of 2019 to Summer of 2023 were asked to complete a survey and were interviewed. The sample consisted of 10 faculty from a Midwestern Public University. The research shows that faculty use SOL for problem solving, communicating course contents and for instructor-student interaction. The factors that influenced instructor’s use of SOL for post-pandemic teaching are the nature or structure of the courses, control that faculty had over their courses, and enrollment numbers. Lastly, they had mixed reactions regarding SOL use, and their intentions to use emotion AI for instructional teaching.

Extent

197 pages

Language

en

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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