This study explored the perceptions of technology of faculty and students who participate in online graduate programs at California State University, Fullerton. Perceptions of students' and faculty's use of technology were collected through online surveys. The data were analyzed with crosstabulations, Pearson's chi-square, and Fisher's exact test. The results of the study showed a direct relationship between the positive perceptions of faculty and students of online teaching and learning and the effective role of Learning Management Systems (Blackboard) and discussion boards. Implications for faculty and administrators and recommendations were presented. Implications included: content posted on Blackboard, learning curve and barriers to effective use of technology, attraction to online learning and motivation to teach online, faculty perceptions of student preparedness, relationship between factors that Influence faculty and student perceptions, faculty and student perceptions of online learning, student and faculty satisfaction with Blackboard and discussion boards, and student and faculty satisfaction with chat and audio-video conferencing. Recommendations included the need for stable and effective Learning Management Systems; removal of barriers to the effective use of technology; the use of chat, audio-video conferencing, and social networking tools by faculty to mirror students' real-world learning environments; development of a student community of learning; development of uniform and standardized hardware and software for the online environment; and the requirement that faculty and students frequently access their online classes.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Pedagogy, Educational technology, Higher education|
|Keywords:||Online education, Technology use|
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