The Role of Pedagogical Beliefs in Emerging Technology Integration: An Exploratory Case Study of Faculty Perspectives

A qualitative case study that explored the factors and conditions under which higher education online faculty adopted Web 2.0 technologies to support teaching and learning.

Abstract: 

Technology can play a major role in online learning beyond the delivery of virtual content. Web 2.0 technologies (often referred to as advanced or emerging technologies) have the capacity to connect and communicate, to create content and to construct new knowledge.  Making use of instructional strategies and technological tools to encourage interaction and enhance motivation supports a student centered, student directed, interactive learning environment and may increase retention and student engagement. Providing emergent learning paths for students through innovative pedagogies facilitates diverse learning styles and delivery contexts, and may lead to greater student achievement. The purpose of this qualitative case study was to investigate faculty perceptions of the effectiveness and the usefulness of Web 2.0 technologies and the conditions most likely to promote technology integration.  The findings suggest that faculty are convinced of the benefits of emerging technology for student success but choose those tools that align with their own instructional beliefs, that are easy to learn, and that have demonstrated increased student engagement and motivation. This study contributes to the current gap in research related to the complexity of faculty perspectives on the usefulness and effectiveness of emerging technology within the context of higher education online education environments.

 

This publication has been peer reviewed.
Publication Type: 
Journal Article
Authors: 
Marianne Justus
Year of Publication: 
2017
Journal, Book, Magazine or Other Publication Title: 
The Qualitative Report
Volume: 
22
Issue: 
No. 2
Section: 
Article 9
Pages: 
499-526
Publisher: 
The Qualitative Journal
Date Published: 
Saturday, February 18, 2017
ISSN Number: 
1052-0147
Boyer's Domain: 

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