Learning from our struggles as faculty educators

2020 ◽  
Author(s):  
Kevin Y. Pei
Keyword(s):  
Faculty Educators

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2013 ◽  
pp. 180-195
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
Use Of Technology ◽  
E Learning ◽  
Faculty Educators

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2011 ◽  
Vol 3 (2) ◽  
pp. 54-69 ◽  
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
E Learning ◽  
Faculty Educators ◽  
Teaching Learning

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

Preparing Clinically Expert Faculty Educators: An Academic Partnership Model

2011 ◽  
Vol 27 (6) ◽  
pp. e103-e107 ◽  
Author(s):  
Minerva S. Guttman ◽  
Elizabeth S. Parietti ◽  
Patricia R. Reineke ◽  
Janet Mahoney
Keyword(s):  
Partnership Model ◽  
Faculty Educators ◽  
Expert Faculty

Exploring how national educational organizations can promote educational research amongst members: a survey-based study

2021 ◽  
Author(s):  
Lavjay Butani ◽  
Gary Beck Dallaghan
Keyword(s):  
Educational Research ◽  
Unmet Need ◽  
Medical Student Education ◽  
Academic Rank ◽  
Structural Barriers ◽  
Chi Square ◽  
Research Opportunities ◽  
National Organizations ◽  
Faculty Educators ◽  
Chi Square Analysis

Abstract Background: Engagement of academic faculty in research remains low. While barriers to research have been explored, there are no data on how national organizations can help overcome these barriers. Our study explored faculty satisfaction and motivational drivers for engagement with research opportunities offered by the Council on Medical Student Education in Pediatrics (COMSEP), an organization of pediatric medical educators, and characterize strategies perceived by faculty to promote the use of these opportunities.Methods: In 2021, 5 survey questions were administered to faculty members of COMSEP to explore satisfaction with COMSEP’s research offerings, the perceived value of educational research, and the facilitators, barriers and potential opportunities for COMSEP to promote research. Clark’s Commitment and Necessary Effort model on motivation served as the theoretical framework for our study, which explores motivation, self-efficacy and contextual factors influencing individual’s pursuit of goals. Chi-square analysis and Wilcoxon Signed Ranks Test were used to compare categorical and scaled variables among groups who did and did not avail of COMSEP’s research offerings.Results: 90 (25%) of 360 recipients responded. Sixty-one percent expressed satisfaction with COMSEP’s research offerings. Sixty-eight percent indicated research was an expectation of their academic appointment, that education was their primary research focus (74%) and that they did not have other research opportunities that met their needs (58%). Of respondents, 75.7% of females had submitted a proposal versus 60% of females who had not. The comparison by gender was not statistically significant. Exploration by academic rank revealed that 35% of instructor/assistant professors had submitted a proposal compared to 65% of associate professors/professors (p=.05). Barriers leading to non-submission to any of the offerings included having too much other work, lack of enjoyment in writing and inability to find mentors. Respondents endorsed the importance of several strategies to promote engagement in research-skill building opportunities, personalized consultations and increased funding. Conclusions: Faculty educators value the importance of educational research and recognize that research opportunities offered by COMSEP address an unmet need, but express ambivalence in the enjoyment of writing (reflecting their mood), and endorse structural barriers, that are amenable to change, affecting their personal agency.

scholarly journals A Balanced Approach: Meeting the Needs of Medical Students and Faculty Educators in Pediatrics

2019 ◽  
Vol 215 ◽  
pp. 4-6
Author(s):  
Shivani J. Patel ◽  
Leslie Farrell ◽  
Dominick DeBlasio ◽  
Ashlee K. Bolger ◽  
Jennifer M. Brady ◽  
...  
Keyword(s):  
Medical Students ◽  
Balanced Approach ◽  
Faculty Educators

scholarly journals Witnessing History: Reflections on Teaching in Turbulent Times

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Shana Bridges
Keyword(s):  
United States ◽  
The United States ◽  
Political Climate ◽  
Turbulent Times ◽  
Approach To Teaching ◽  
Faculty Educators ◽  
Political Turmoil

Prior political turmoil in the United States constituted a precarious foundation for living and teaching through a pandemic. In this essay, I contend that pandemic separation and ideological distortion have exacerbated polarization and distrust. I also consider the pedagogical implications of rising extremist discourses and conspiratorial thinking for both students and faculty. Educators must pay attention to the rising threat of extremism and consider that our students may be susceptible to radical antidemocratic ideologies as well. To conclude, I provide examples from some of my classes in the communication discipline to illustrate my approach to teaching the complicated intersections of rhetoric and reality in today’s polarized political climate.

Ethical values in nurse education perceived by students and educators

2017 ◽  
Vol 25 (2) ◽  
pp. 253-263 ◽  
Author(s):  
Mahsa Boozaripour ◽  
Abbas Abbaszadeh ◽  
Mohsen Shahriari ◽  
Fariba Borhani
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Research Process ◽  
Ethical Values ◽  
Group Discussions ◽  
Individual Interviews ◽  
Data Saturation ◽  
Faculty Educators ◽  
Teaching Learning ◽  
The University

Background: Education is considered the first function and mission of the university, and observing educational ethics guarantees the health of the teaching–learning process in the university. Aim: The aim of this study was to explore ethical values in nursing education from the perspective of Iranian nursing students and educators. Research design: This qualitative study was conducted using the Thematic Content Analyses method. The data were collected from seven semi-structured individual interviews and three focus group discussions from July to November 2015. Participants and research context: The participants were faculty educators of nursing and nursing students in Tehran, capital of Iran, who were selected through purposive sampling. They were recruited gradually. Sampling was continued until data saturation when no new codes were extracted. Ethical committee: This study was conducted after obtaining the approval of Shahid Beheshti University of Medical Sciences Ethics Committee, and informed consent were ensured before conducting the research. The principles of voluntariness, confidentiality, and anonymity were respected during the research process. Findings: Seven major themes emerged: human dignity, constructive human relations, educational justice, competency enhancement, excellence view, wisdom, and commitment and accountability. Conclusion: The results of this study indicated that although many of the values, as universal values, were similar to those of other countries—which can be a reflection of the globalization process in the nursing profession and the presence of humanistic and spiritual approaches at the roots of the discipline, some differences could be found in the content of values due to factors such as the people’s beliefs, culture, and religion. Iranian nursing students and educators revealed a unique and culture-based set of ethical values.

scholarly journals Building a chiropractic academy of educators: A needs assessment of selected faculty educators

2017 ◽  
Vol 31 (2) ◽  
pp. 102-108
Author(s):  
Michael J. Tunning ◽  
Dustin C. Derby ◽  
Kelly A. Krell-Mares ◽  
Michelle R. Barber
Keyword(s):  
Working Relationships ◽  
Positive Outcomes ◽  
Willingness To Participate ◽  
Wide Acceptance ◽  
Collaborative Working ◽  
Research Questions ◽  
Faculty Educators ◽  
Efficient Program ◽  
Professional Teaching ◽  
Structured Approach

Objective: Professional demands have led to health-care educator specialization in research or patient care. The academy movement is an avenue that attempts to return prestige and importance to improved instruction. The authors performed a needs analysis of selected faculty at 3 chiropractic colleges to assess the need for, and willingness to participate in, an academy of educators program. Methods: An expert-developed, pretested survey was deployed using SurveyMonkey. Analysis of variance and regression analysis were used to address 3 research questions related to the academy of educators program. Results: The study achieved a 53% response rate and reflected that an overwhelming majority of chiropractic faulty members (89%) reported the need for an academy of educators. The study found no significant differences between faculty ranks, years of experience, and participation willingness. Conclusion: A structured approach, such as an academy, to foster professional teaching development may create positive outcomes for an institution. Faculty educators were willing to engage in an efficient program that may improve teaching methods and create opportunities for collaborative working relationships, which signals the potential for wide acceptance of the program.

scholarly journals The Development of Supervisory Functions as Experienced by Attending Physicians and Medical Trainees: A Qualitative Directed Content Analysis

2021 ◽  
Vol 7 (4) ◽  
Keyword(s):  
Content Analysis ◽  
Clinical Supervision ◽  
Academic Discipline ◽  
Structured Interview ◽  
Study Data ◽  
Teaching Hospitals ◽  
Medical Trainees ◽  
Directed Content Analysis ◽  
Faculty Educators ◽  
Attending Physicians

Objectives: this study aimed to identify the core components of supervisory functions experienced by attending physicians and medical trainees. Methods: This qualitative study was conducted based on the directed content analysis. Intentional sampling with maximum variation was used to select the required participants among medical trainees and attending physicians in teaching hospitals at Shahid Beheshti and Hamadan University of Medical Sciences, Iran. A semi-structured interview was used as the most important method of data collection in this study. Data saturation was reached after interviewing 20 participants. Results: In this study, 11 categories were identified through performing the interviews. Management supervision includes Academic Discipline and Monitor and follows the implementation of the curriculum. The themes of educational supervision were as follows: Empowering of non-faculty educators, Control over trainees' academic achievement, Supervision of trainees' performance, and Activities’ educators of evaluation Supportive supervision included improving trainees’ resilience, Provide functional support and Diversity and condition of providing support services. As well, the fourth theme from the participants’ initial codes was observed to be professionalism, including Professional accountability and Respect for patient rights. Conclusions: This study highlighted the important aspects for which clinical supervision functions need to be improved, to maximize their benefit to medical students. Supervisors are responsible to ensure these three functions occur across the course. Care must be taken to ensure that one function does not become the focus.

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