The constraints of face-to-face higher education teachers about the adoption of online learning
Portuguese higher education institutions need to diversify their educational offer in order to adapt it to new audiences for which the forms of teaching and learning, including online education, are increasingly attractive. However, there are few studies related to how teachers perceive the adoption...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Asociación Iberoamericana de Educación Superior y a Distancia (AIESAD)
2015-09-01
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| Series: | RIED: Revista Iberoamericana de Educación a Distancia |
| Subjects: | |
| Online Access: | http://revistas.uned.es/index.php/ried/article/view/13996 |
| _version_ | 1818884547805184000 |
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| author | Domingos Martinho Idalina Jorge |
| author_facet | Domingos Martinho Idalina Jorge |
| author_sort | Domingos Martinho |
| collection | DOAJ |
| description | Portuguese higher education institutions need to diversify their educational offer in order to adapt it to new audiences for which the forms of teaching and learning, including online education, are increasingly attractive. However, there are few studies related to how teachers perceive the adoption of forms of teaching and learning that include online teaching. In this study, which used questionnaires in 11 Portuguese private higher education institutions, we sought to identify the constraints of higher education teachers regarding adoption of online learning. The results show that increasing the time they have to devote to teaching activities is the main constraint reported by teachers in relation to the adoption of online learning. Exploratory factor analysis identified six dimensions related to the constraints of teachers: increased academic work; institutional support; social recognition of online learning; staff availability and peer support; online interaction; and problems related to copyright. Teachers experience little receptivity and a high prejudice towards online education, and mostly have reservations about the impact that it can have on their professional development. The creation of motivational strategies for the improvement of the technological and pedagogical skills can help teachers engage in forms of distribution that include online teaching. |
| first_indexed | 2024-12-19T15:51:17Z |
| format | Article |
| id | doaj.art-7e22b1707a5c422f89dd2840fb7582c9 |
| institution | Directory Open Access Journal |
| issn | 1138-2783 1390-3306 |
| language | English |
| last_indexed | 2024-12-19T15:51:17Z |
| publishDate | 2015-09-01 |
| publisher | Asociación Iberoamericana de Educación Superior y a Distancia (AIESAD) |
| record_format | Article |
| series | RIED: Revista Iberoamericana de Educación a Distancia |
| spelling | doaj.art-7e22b1707a5c422f89dd2840fb7582c92022-12-21T20:15:12ZengAsociación Iberoamericana de Educación Superior y a Distancia (AIESAD)RIED: Revista Iberoamericana de Educación a Distancia1138-27831390-33062015-09-0119116118210.5944/ried.19.1.1399613331The constraints of face-to-face higher education teachers about the adoption of online learningDomingos Martinho0Idalina Jorge1ISLA SantarémInstituto de Educação, Universidade de LisboaPortuguese higher education institutions need to diversify their educational offer in order to adapt it to new audiences for which the forms of teaching and learning, including online education, are increasingly attractive. However, there are few studies related to how teachers perceive the adoption of forms of teaching and learning that include online teaching. In this study, which used questionnaires in 11 Portuguese private higher education institutions, we sought to identify the constraints of higher education teachers regarding adoption of online learning. The results show that increasing the time they have to devote to teaching activities is the main constraint reported by teachers in relation to the adoption of online learning. Exploratory factor analysis identified six dimensions related to the constraints of teachers: increased academic work; institutional support; social recognition of online learning; staff availability and peer support; online interaction; and problems related to copyright. Teachers experience little receptivity and a high prejudice towards online education, and mostly have reservations about the impact that it can have on their professional development. The creation of motivational strategies for the improvement of the technological and pedagogical skills can help teachers engage in forms of distribution that include online teaching.http://revistas.uned.es/index.php/ried/article/view/13996ensino online, ensino superior, professores, TIC |
| spellingShingle | Domingos Martinho Idalina Jorge The constraints of face-to-face higher education teachers about the adoption of online learning RIED: Revista Iberoamericana de Educación a Distancia ensino online, ensino superior, professores, TIC |
| title | The constraints of face-to-face higher education teachers about the adoption of online learning |
| title_full | The constraints of face-to-face higher education teachers about the adoption of online learning |
| title_fullStr | The constraints of face-to-face higher education teachers about the adoption of online learning |
| title_full_unstemmed | The constraints of face-to-face higher education teachers about the adoption of online learning |
| title_short | The constraints of face-to-face higher education teachers about the adoption of online learning |
| title_sort | constraints of face to face higher education teachers about the adoption of online learning |
| topic | ensino online, ensino superior, professores, TIC |
| url | http://revistas.uned.es/index.php/ried/article/view/13996 |
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