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Instructor intent to integrate online collaborative activities

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Date Issued:
2020
Abstract:
Online higher education has expanded over the last decade to meet workforce needs for job placement in areas such as healthcare. Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this qualitative case study was to explore instructor intent to integrate collaborative activities in online undergraduate courses preparing students in the field of healthcare. Participants were a purposefully selected sample of 10 undergraduate instructors in healthcare who were not integrating online collaborative activities at the time of the study. The sources of data were one-on-one interviews, a focus group interview, and document research. The theory of planned behavior provided the framework to align the purpose of the study and the research questions. The theory of planned behavior assumes a person's intentions accurately predict a corresponding behavior, and the factors influencing their intent include personal attitude, subjective norms, and perceived behavioral control. The findings demonstrate that instructors had a negative intent to integrate online collaborative activities, and the primary areas of influence were personal attitude and subjective norms. Major conclusions include the fact that instructors believe collaborative activities do not achieve the intended outcomes and are more difficult for instructors to manage online than in face-to-face courses. Future research should explore whether strategies directed at changing these beliefs alter the intent to integrate online collaborative activities.
Title: Instructor intent to integrate online collaborative activities: a case study.
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Name(s): Valaitis, Karen Lynn, author.
Type of Resource: text
Genre: Bibliography
Text-txt
Academic Theses.
Academic Theses.
Electronic Thesis Or Dissertation.
Issuance: monographic
Date Issued: 2020
Date Issued: 2020
Other Date: 2020.
Publisher: University of West Florida,
Place of Publication: Pensacola, Florida :
Physical Form: electronic resource
Extent: 1 online resource (x, 278 leaves : charts)
Language(s): eng
Abstract: Online higher education has expanded over the last decade to meet workforce needs for job placement in areas such as healthcare. Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this qualitative case study was to explore instructor intent to integrate collaborative activities in online undergraduate courses preparing students in the field of healthcare. Participants were a purposefully selected sample of 10 undergraduate instructors in healthcare who were not integrating online collaborative activities at the time of the study. The sources of data were one-on-one interviews, a focus group interview, and document research. The theory of planned behavior provided the framework to align the purpose of the study and the research questions. The theory of planned behavior assumes a person's intentions accurately predict a corresponding behavior, and the factors influencing their intent include personal attitude, subjective norms, and perceived behavioral control. The findings demonstrate that instructors had a negative intent to integrate online collaborative activities, and the primary areas of influence were personal attitude and subjective norms. Major conclusions include the fact that instructors believe collaborative activities do not achieve the intended outcomes and are more difficult for instructors to manage online than in face-to-face courses. Future research should explore whether strategies directed at changing these beliefs alter the intent to integrate online collaborative activities.
Identifier: 1202267738 (oclc), WFE0000725 (IID)
Note(s): by Karen Lynn Valaitis.
College of Education and Professional Studies ; Department of Instructional Design and Technology.
Dissertation (Ed.D.) University of West Florida 2020
Includes bibliographical references.
Also available in print.
Subject(s): University of West Florida
University of West Florida.
United States
Library Classification: LD1807.F62j 2020 V353
Persistent Link to This Record: Read full text online
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF
Other Format: Instructor intent to integrate online collaborative activities : a case study. (Print version:)
(OCoLC)1202267979

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