Factors Influencing Future Educational Technologists' Intentions to Participate in Online Teaching

Y

18

Performance Factors; Influences; Educational Technology; Participation; Intention; Doctoral Programs; Student Surveys; Multiple Regression Analysis; Content Analysis; Online Courses; Student Teacher Attitudes; Attribution Theory; Teaching Methods; Readiness; Online Surveys; Questionnaires; Predictor Variables; Knowledge Base for Teaching; Web 2.0 Technologies

10.1111/j.1467-8535.2012.01294.x

0007-1013

Education through the Internet is being shaped by the next wave of Web technology where productivity, collaborative tools and the ubiquity of computers play a major role in changing methods of peer interaction and collaboration. Because future educational technologists will play vital roles in navigating through this technical complexity and exploring potential learning opportunities, it is imperative to understand their intentions to participate in online teaching. This study adopted Ajzen's Theory of Planned Behavior (TpB) as a theoretical framework, and used its four constructs (attitude, subjective norm, perceived control and intention) to survey 119 educational technology doctoral students' intentions to participate in online teaching. Hierarchical multiple regression analysis and content analysis were used to analyze the data collected. Results showed that the attitudinal and subjective norm constructs of TpB had significant impacts on prediction of participants' intentions to participate in online teaching. Results also indicated that age and online teaching experience played a significant mediating role in affecting participants' attitude toward online teaching. Implications of the findings were discussed. (Contains 8 tables and 1 figure.)

As Provided

38

2014

EJ1009137