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ERIC Number: ED519137
Record Type: Non-Journal
Publication Date: 2010
Pages: 171
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-9096-9
ISSN: N/A
Expectancy Theory as a Predictor of Faculty Motivation to Use a Course Management System
Turcan, Marian
ProQuest LLC, Ed.D. Dissertation, Clemson University
The aim of this study was to explore the relationships between the elements of the Expectancy theory and faculty motivation to use a course management system. Specifically it analyzed if the elements of the Expectancy theory (Valence, Instrumentality and Expectancy) were useful in predicting faculty motivation when using Blackboard tools in teaching their courses. A self-administered survey questionnaire was developed and used as the research instrument for this study. Four hundred and forty eight faculty members were randomly selected from eleven schools from the Atlantic Coast Conference (ACC). Qualitative and quantitative methods were used to analyze the data for the study. The results of quantitative analysis showed that in a multiple regression between the elements of the VIE theory and faculty motivation to use Blackboard tools, Instrumentality and Valence did not have a significant influence on the model but had a significant relationship with the dependent variable by itself. Expectancy was the only element with a significant influence on the model. Based on the data, the model of the Expectancy theory was not useful in predicting faculty motivation when using Blackboard tools. Based on the number of answers in the survey, there were more women using Blackboard compared to men and among non-users men accounted for sixty percent of non-users. The relationship between gender and use of Blackboard was not significant to conclude that women were more likely to use Blackboard than men. Faculty perceived that even if Blackboard requires a lot of time to setup initially, it does save time in the long run when used as a tool to facilitate classroom instruction. The results of the qualitative analysis in this study found that faculty was more motivated to use those Blackboard tools that facilitated their jobs while teaching. Specifically, those tools that help disseminate course materials, post grades and communicate with students. The greatest number of users of Blackboard was between twenty eight and forty one years old. From one hundred and one participants, faculty members with eleven to fifteen years of teaching experience were the dominant group of Blackboard users. Among the five departments questioned, there were more users of Blackboard in Sciences and the least in Education. Most of the Blackboard users were on tenure track faculty positions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A