Term of Award
Spring 2014
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Teri Melton
Committee Member 1
Lucinda Chance
Committee Member 2
Mohomodou Boncana
Abstract
The unified theory of user acceptance of technology, Motivation Orientation Scale – Faculty Version, and Individual Innovativeness Scale were used to predict faculty intent to teach online, to better understand what motivates faculty to teach online, and the relationship between faculty innovativeness and their intent to teach online. A sample of 348 self-selected full-time faculty at a large, public, comprehensive research university with integrated academic health center in the Southeast United States responded to an online survey. Results demonstrated that slightly more faculty than not reported a behavioral intent to teach online. Multiple regression analysis indicated that performance expectancy, effort expectancy, social influence, motivation orientation to teach online, motivation to teach face-to-face, sex, and level of innovation statistically and significantly predict behavioral intent to teach online. Stepwise regression indicated that motivation orientation to teach online, motivation to teach face-to-face, social influence, effort expectancy, and sex represented the optimal combination of constructs within this study sample to predict behavioral intent to teach online.
Recommended Citation
Casdorph, Michael S., "Faculty Motivation & Intent to Teach Online" (2014). Electronic Theses and Dissertations. 1051.
https://digitalcommons.georgiasouthern.edu/etd/1051
