ERG SES C 03, ICT and Education
This paper addressesthe faculty perception on web-based instruction in order to explain the nature of learning and instruction in this setting. Using a mixed method approach, the research studied a sample of 132 University Faculty (lecturers and professors) in University of Kurdistan. The research tools were interview and questionnaire. The results of Confirmatory Factor Analysis suggested that five basic components could explain the nature of learning and instruction of web-based instruction in higher education: the lack of authentic learning, autonomy in learning tasks, the weakness of faculty role in instruction, technical skills in web-based instruction and infrastructure and policy-making. These five components could explicate two more fundamental themes: the overall nature of learning and teaching in web-based instruction and web-based obstacles.
Bullen, M. (1999). What’s the Difference: A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education. Journal of Distance Education , 14 (1), 102-114. Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed approaches. California: Sage Publications. Daugherty, M., & Funke, L. (1998). University Faculty and Student Perceptions of Web-Based Instruction. The Journal of Distance Education , 13 (1), 21-39. Falowo, R. O. (2007). Factors impeding implementation ofweb-based distance learning. Association for the Advancement of Computing In Education Journal , 15 (3), 315-338. Graham, C., Cagiltay, K., Craner, J., Lim, B. R., & Duffy, T. M. (2000). Teaching in a Web Based distance learning environment: An Evaluation Summary Based on Four Courses. Bloomington: Center for Research on Learning and Technology, Indiana University. Groff, J., & Mouza, C. (2008). A framework for addressing challenges to Classroom technology use. Association for the Advancement of Computing In Education Journal , 16 (1), 21-46. Hsu, C. M., & Chang, I. H. (2009). Design Faculty and Students’ Perspectives and Attitudes toward Web-based Instruction and Platform Design. Asian Journal of Health and Information Sciences , 4 (2-3), 124-142. Keengwe, J., Onchwari, G., & Onchwari, J. (2009). Technology and student learning: Toward a learner-centered teaching model. Association for the Advancement of Computing in Education Journal , 17 (1), 11-22. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of Different Types of Interaction on Learning Achievement, Satisfaction and participation in web-based instruction. Innovations in Education and Teaching International , 39 (2), 153-162. Maguire, L. (2005). Literture review-Faculty participation in on line distance education:barriers and motivators. Online Journal of Distance Learning Administration , VIII (I). Mobaraki, M. (2010). Examining learning condition in virtual education envoirnment: A case study of methodology course for educational sciences students; An MA thesis, Kurdistan Univrsity. Sanandaj, Iran. Nworie, J. (2009). Managing the growing complexity of administration of academic technology in higher education. Association for the Advancement of Computing in Education , 17 (1), 23-44. Reaz, M., Hussain, S., & Khadem, S. (2007). Multimedia university: A paperless environment to take the challenges for the 21st century. Association for the Advancement of Computing In Education Journal , 15 (3), 289-314. Zarei, A. (2010). Examining faculty’s attitudes of engineering faculty about applying technologies of web in teaching and learning in Kurdistan University; An MA thesis, Far distance learning university. Tehran, Iran.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
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Network 5. Children and Youth at Risk and Urban Education
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