April 2012 Volume 15 Number 2 - Educational Technology & Society

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Further, this finding speaks to Pollicino’s (1996) theory where the onus of faculty satisfaction lies with the institution. In this case, for Pollicino, it is the institution’s responsibility to provide quality equipment and facilities and adequate training the effectively manage them. This connection contributed to some of the following recommendations. There was no statistically significant difference in any of the other satisfaction question results based on individual faculty member learning preference. The data from the two satisfaction questions related to technology-based institutional support and teaching support were not homogenous. The results from the remaining five satisfaction questions resulted in non significant differences based on online instructor learning preferences, although the variances in the data were homogenous. Based on these findings, there is no clear individual learning preference related to online instructor job satisfaction. It is also important to note, based on the extent to which satisfaction with work is related to intent to leave and/or perseverance in work, these findings were not congruent with Fuller et al. (2000). Recommendations for further practice Given the differing needs of aural learners, administrators, trainers and instructional designers can make educated decisions about how to support aural learners. Accommodating Aural Learners To accommodate the aural learners, institutions providing equipment and facilities to instructors should schedule face-to-face workshops or create audio/video tutorials for equipment and facilities training. Face-to-face workshops are fairly simple to organize and usually receive good responses from faculty. Although social learners did not report low levels of satisfaction in this area, these kinds of workshops serve their needs as well. Video tutorials discussing the use of available equipment are vital in the distance learning profession. Faculty members have busy schedules with teaching loads and committee obligations; they do not always have the time to seek out individual assistance with a piece of technology or equipment. Additionally, they do not always have the time to attend workshops. Using a user-friendly software program such as Adobe Captivate or Camtasia to create video and audio tutorials for the management of distance learning equipment and facilities is inexpensive and extremely beneficial. Not only do these kinds of tutorials provide flexible, asynchronous professional development opportunities for faculty, they serve the needs of the less satisfied aural learners as well. Provide Options Professionals in faculty development and online instructor training should provide multiple options for training and course development. Options in both training programs and online course development models allow instructors to make choices based on known or perceived strengths or preferences as well as challenge some to choose avenues of less comfort. This could also, according to Vroom’s (1964) expectancy theory, assist in individual instructor motivation to persevere through training, course development and online teaching. However, while it is important to provide a trainee-centered program, future online instructors should be encouraged to provide options for their students as well. Therefore, building on these findings and the work of Veronica and Lawrence (1997), instructors should be reminded to use methods and pedagogical tools outside of their preference to accommodate differences in student preference as well. Recommendations for further research The results from the two satisfaction questions related to technology based institutional support and teaching support were not homogenous is variance. Therefore, future researchers should conduct this piece of the study again with the goal of receiving a larger sample size. With a larger sample size the results have a higher possibility of achieving homogeneity of variance. 351
The results of this study suggest that instructor learning preferences should not be taken into consideration when selecting individuals to teach in the online environment, if the purpose is to select individuals who will enjoy teaching online. However, future researchers should create a similar study as this one, except as the dependant variable incorporate online instruction quality instead of satisfaction. It is possible that while job satisfaction is generally not related to learning preference, quality of instruction may be. A future study such as this could link this research with Katzell’s et al. (1992) theory about work quality and satisfaction. Future researchers are encouraged to incorporate externally informed benchmarks for online teaching quality. As the NSOPF is a product of the U.S. Department of Education, its application is designed for an American context. If the constructs upon which the NSOPF was developed are determined to have any obvious American biases, there is potential for this research to lose applicability in an international context. Therefore, further research related to the nature of faculty satisfaction in other cultural settings would be important. First, future researchers should study the current state of knowledge related to faculty satisfaction to determine the applicability of the constructs contained in the NSOPF. If biases and/or discrepancies are found, researchers should seek out an existing tool designed to measure satisfaction in other cultural settings. Lastly, future research could determine, by way of a comprehensive review of existing international literature, broader constructs related to faculty satisfaction that would be applicable in multiple cultural settings. This study did not take into consideration demographics such as race, gender or age. Further, this study did not take into consideration discipline affiliation, number of years taught online, employment status (full-time, adjunct, etc.), or highest degree earned. Each of these would be worthy variables to consider in future studies. Next, further research relating to online instructor learning styles is necessary. As mentioned earlier, much of the research in the area of learning styles and preferences focuses on the student. A thorough study designed to determine whether instructors tend to teach toward their dominant learning style would be worthwhile. Further, one other worthwhile study would be to analyze the relationship between instructor learning styles and their aptitude and/or desire to learn and accept the utilization of a particulate piece of instructional technology or software (learning management system, Web 2.0 applications, etc.). For a theoretical framework, future researchers should analyze appropriateness of incorporating Fred Davis and Richard Bagozzi’s Technology Acceptance Model (TAM) as studied by Bagozzi and Warshaw (1992). Lastly, the distribution of learning styles/preferences for instructors, found in this study, seem to be congruent with that of national averages for student preferences (Smarter Measure 2010). However, future studies relating instructor preference to student preference in the online environment should be pursued. References Bagozzi, R. P., & Warshaw, P. R. (1992). Development and test of a theory of technological learning and usage. Human Relations, 45(7), 660-686. Bean, J. P. (2005). Nine themes of college student retention. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 215-243). Westport, CT: American Council on Education and Praeger. Berberet, J. (2006). Seeking mutual benefit: Late-career faculty vitality and institutional mission enhancement. In G. M. Bataille & B. E. Brown (Eds.), Faculty career paths: Multiple routes to academic success and satisfaction (pp. 114-115). Westport, CT: Praeger. Blackburn, R. T., & Lawrence, J. H. (1995). Faculty at work: Motivation, expectation, satisfaction. Baltimore: Johns Hopkins University Press. Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. Braxton, J. M., & Hirschy, A. S. (2005). Theoretical development in the study of college student departure. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 61-87). Westport, CT: American Council on Education and Praeger. 352
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Page 361 and 362: domains. Five research questions we
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Page 373 and 374: Compared to the publications in 200
Page 375: Pedagogical Content Knowledge (TPAC
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