A decision-making technique used to analyze factors that a situation or change ( Connelly, 2012 ; O’Connor et al., 2002 AU39: The citation "O’Connor et al., 2002" matches the reference "O'Connor et al, 2002", but an accent or apostrophe is different. ).
Published in Chapter:
Exploration of Faculty's Perceptions on Technology Change: Implications for Faculty Preparedness to Teach Online Courses
Veronica Outlaw (University of South Carolina – Aiken, USA), Margaret L. Rice (The University of Alabama, USA), and Vivian H. Wright (The University of Alabama, USA)
Copyright: © 2017
|Pages: 16
DOI: 10.4018/978-1-5225-0877-9.ch009
Abstract
This chapter conveys the results of an original research study conducted in 2013-2014 to analyze the perceptions of faculty during a learning management system transition (frequent technology change or adoption). The purpose of the study is to determine if faculty perceptions of adopting new technology have an effect on their stress levels; thereby, affecting faculty preparedness. The literature indicates that higher Technological Self-Efficacy (TSE) should result in lower stress levels. Data analysis reveals faculty who indicated having moderate proficiency of TSE (45%) and possessing moderate stress levels (45%); having somewhat proficiency of TSE (27%) and possessing minor stress levels (32%); and having extreme proficiency of TSE (20%), yet possessing serious stress levels (14%). While these findings differ from other current literature findings, the literature does support the notion that higher stress levels have implications on faculty perceptions, behaviors, and preparedness (Iqbal & Kokash, 2011).