Date of Award

5-1-2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Content Description

1 online resource (ix, 252 pages) : illustrations.

Dissertation/Thesis Chair

Peter Shea

Committee Members

Peter Shea, Carla Meskill, Brett Levy

Keywords

Distance Education, Faculty Attitudes, K-12, Online Learning, UTAUT, High school teachers, Web-based instruction, Distance education

Subject Categories

Curriculum and Instruction | Education Policy

Abstract

This research examined faculty attitudes toward online instruction (FATOI) at public high schools across New York State. The research sought to better understand the role that perceived positive and negative aspects of online learning play in shaping FATOI and whether a teacher’s gender, years of service, age, academic background, or experience with online learning played a moderating role. The study further sought to analyze the impact of economic need, location, and instructional application on FATOI. The theoretical underpinning of the research was based on a new model-the Online Instruction Adoption Model (OIAM). OIAM is a derivation of the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003). Attitudes were measured using a survey instrument designed specifically for this project. The responses of 507 teachers suggest that teachers were broadly resistant to online learning and were particularly concerned about a loss of connection to students, a lack of access to necessary technology for students, and academic dishonesty. However, those who did support online learning were most likely to cite the professional challenge, structure, and chance to implement new technology that it affords. Teachers' gender, age, and experience had comparatively little impact on FATOI while their school’s economic need and location, their instructional area, and their prior experience with online learning played a comparatively greater role. Finally, the research suggests that courses geared toward students with special needs, including special education courses and courses for English language learners, were perceived as least appropriate. Courses that offer educational opportunities when traditional school was not realistic or possible were rated as most appropriate. These finding can help administrators and policy makers better understand the circumstances and applications for which teachers would be most or least receptive to online learning.

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