Factors Affecting Faculty Use of Video Conferencing in Teaching: A Mixed-method Study

  • 发布日期2018-02-28
  • 浏览次数51

Juhong Christie Liu,Rob Alexander

Abstract: Teaching and learning can now utilize a variety of real-time technologies to build
online social presence and learning interactions. However, teachers and students must effectively
prepare for this experience; and the identification of contextual and perceptual influences
become evolving and necessary (Lehman & Conceição, 2010; Liu & Kaye, 2016). In this
paper, the authors explore factors that impact faculty use of synchronous video conferencing
(VC) in teaching. The two-phase mixed-method study spanned a year, converging qualitative
and quantitative approaches through observations and recordings during a 6-week faculty
professional development program, a campus-wide survey, and focus groups. Thematic analysis
was used for coding qualitative data (Guest, MacQueen, & Namey, 2012). Descriptive statistics,
cross tabulation, logistic regression, and standard multiple regression were used to analyze
quantitative data. A model with faculty demographic factors and perceived importance of
technology features and quality for teaching was initially developed and tested, which explained
69.1% of the variance in predicting faculty use of VC technologies in teaching. The perceived
importance of VC features and quality scale generated Cronbach’s Alpha .866. The study then
provides meaningful process and recommendations to define institutional support to the VC
adoption in teaching.

Keywords: video conferencing in teaching, adoption, pedagogy, value of integration, mixedmethod

地址:中国·北京·清华大学建筑馆北三层 邮编:100084 清华大学教育技术研究所 版权所有 2012.9