Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities

The main objectives of this study were to determine: (i) the conditions that facilitate the implementation of online learning technology among faculty members at e-learning centres in Iranian universities, (ii) the stages of concern towards the use of online learning technology, (iii) the levels of...

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Main Author:	Razavi, Majid Reza
Format:	Thesis
Language:	English
Published:	2013
Subjects:	Learning Educational technology Computer-assisted instruction
Online Access:	http://psasir.upm.edu.my/id/eprint/48734/1/FPP%202013%2048R.pdf
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id	my-upm-ir.48734
record_format	uketd_dc
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Learning Educational technology Computer-assisted instruction
spellingShingle	Learning Educational technology Computer-assisted instruction Razavi, Majid Reza Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities
description	The main objectives of this study were to determine: (i) the conditions that facilitate the implementation of online learning technology among faculty members at e-learning centres in Iranian universities, (ii) the stages of concern towards the use of online learning technology, (iii) the levels of implementation of online learning technology, (iv) the relationship between the levels of implementation and the stages of concern towards the use of online learning technology, (v) the relationship between conditions and the faculty members’ stages of concern towards the use of online learning technology, (vi) the relationship between conditions and the levels of implementation of online learning technology, (vii) the relationship between conditions, levels of implementation and the stages of concern towards the use of online learning technology, and (viii) the final model to show the relationship between conditions, levels of implementation and the stages of concern towards the use of online learning technology among the faculty members at e-learning centres in Iranian universities. This study has relied largely on the survey methodology. The instrument used was in the form of a computerized self-administered questionnaire that was accessible via the Internet (http://iranform.com/). Data were analyzed descriptively (frequency, mean and standard deviation) and inferentially using Analysis of Moment Structure (AMOS) version 16 and the Statistical Package for the Social Science (SPSS) version 16. A total of 220 faculty members were randomly selected from ten e-learning centres in Iranian universities as the research samples. The questionnaire was divided into four sections: (a) demographic factors, (b) conditions facilitating technology implementation, (c) stages of concern towards online learning technology, and (d) levels of online learning technology implementation. Findings of the study indicated that all of the conditions were present, however the degree of presence varied. The condition found to be most present was dissatisfaction with status quo, while the least present was the condition availability of resources. Findings related to stages of concern found that majority of the faculty members had intensity peaks at the impact-concern stages. This was followed by faculty members at the task-concern stage and self-concern stages. Findings related to levels of implementation of online learning technology among faculty members demonstrated that over a quarter of them were at the mechanical integration level. This was followed by the faculty members at the routine integration level and the infusion level, with the remainder being at the awareness,exploration, expansion, and refinement stages. No non-user was found. Results of the study indicated that there was a significant and positive relationship between LoTi and SoC. Based on the value of the path coefficient which indicated the strength of the relationship between the constructs, SoC was found to be the most significant factor. Results of the study also showed that the conditions availability of time, existence of rewards or incentives and participation expected and encouraged were found to have significant positive relationships with SoC. Although the conditions existence of knowledge and skills, availability of resources, commitment by those involved, dissatisfaction with the status quo, and leadership were evident, they were found not to be significantly related to SoC. Based on the Structural Equation Modelling (SEM) results, the conditions availability of time, existence of rewards or incentives, and participation expected and encouraged, were found to be indirectly related to the LoTi, and being mediated by the SoC. The conditions dissatisfaction with the status quo and existence of knowledge and skills, were found to have significant relationships with LoTi. On the contrary, availability of resources, availability of time, existence of rewards or incentives, participation expected and encouraged, commitment by those involved, and leadership were found to be not significantly related to LoTi.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Razavi, Majid Reza
author_facet	Razavi, Majid Reza
author_sort	Razavi, Majid Reza
title	Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities
title_short	Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities
title_full	Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities
title_fullStr	Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities
title_full_unstemmed	Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities
title_sort	conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in iranian universities
granting_institution	Universiti Putra Malaysia
publishDate	2013
url	http://psasir.upm.edu.my/id/eprint/48734/1/FPP%202013%2048R.pdf
_version_	1747812001642446848
spelling	my-upm-ir.487342017-02-27T04:02:49Z Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities 2013-03 Razavi, Majid Reza The main objectives of this study were to determine: (i) the conditions that facilitate the implementation of online learning technology among faculty members at e-learning centres in Iranian universities, (ii) the stages of concern towards the use of online learning technology, (iii) the levels of implementation of online learning technology, (iv) the relationship between the levels of implementation and the stages of concern towards the use of online learning technology, (v) the relationship between conditions and the faculty members’ stages of concern towards the use of online learning technology, (vi) the relationship between conditions and the levels of implementation of online learning technology, (vii) the relationship between conditions, levels of implementation and the stages of concern towards the use of online learning technology, and (viii) the final model to show the relationship between conditions, levels of implementation and the stages of concern towards the use of online learning technology among the faculty members at e-learning centres in Iranian universities. This study has relied largely on the survey methodology. The instrument used was in the form of a computerized self-administered questionnaire that was accessible via the Internet (http://iranform.com/). Data were analyzed descriptively (frequency, mean and standard deviation) and inferentially using Analysis of Moment Structure (AMOS) version 16 and the Statistical Package for the Social Science (SPSS) version 16. A total of 220 faculty members were randomly selected from ten e-learning centres in Iranian universities as the research samples. The questionnaire was divided into four sections: (a) demographic factors, (b) conditions facilitating technology implementation, (c) stages of concern towards online learning technology, and (d) levels of online learning technology implementation. Findings of the study indicated that all of the conditions were present, however the degree of presence varied. The condition found to be most present was dissatisfaction with status quo, while the least present was the condition availability of resources. Findings related to stages of concern found that majority of the faculty members had intensity peaks at the impact-concern stages. This was followed by faculty members at the task-concern stage and self-concern stages. Findings related to levels of implementation of online learning technology among faculty members demonstrated that over a quarter of them were at the mechanical integration level. This was followed by the faculty members at the routine integration level and the infusion level, with the remainder being at the awareness,exploration, expansion, and refinement stages. No non-user was found. Results of the study indicated that there was a significant and positive relationship between LoTi and SoC. Based on the value of the path coefficient which indicated the strength of the relationship between the constructs, SoC was found to be the most significant factor. Results of the study also showed that the conditions availability of time, existence of rewards or incentives and participation expected and encouraged were found to have significant positive relationships with SoC. Although the conditions existence of knowledge and skills, availability of resources, commitment by those involved, dissatisfaction with the status quo, and leadership were evident, they were found not to be significantly related to SoC. Based on the Structural Equation Modelling (SEM) results, the conditions availability of time, existence of rewards or incentives, and participation expected and encouraged, were found to be indirectly related to the LoTi, and being mediated by the SoC. The conditions dissatisfaction with the status quo and existence of knowledge and skills, were found to have significant relationships with LoTi. On the contrary, availability of resources, availability of time, existence of rewards or incentives, participation expected and encouraged, commitment by those involved, and leadership were found to be not significantly related to LoTi. Learning Educational technology Computer-assisted instruction 2013-03 Thesis http://psasir.upm.edu.my/id/eprint/48734/ http://psasir.upm.edu.my/id/eprint/48734/1/FPP%202013%2048R.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Learning Educational technology Computer-assisted instruction

Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities

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