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ERIC Number: ED520591
Record Type: Non-Journal
Publication Date: 2010
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-9575-6
ISSN: N/A
Professional Development Needs of Online Instructors of the Louisiana Technical College System
Laycock, Sharon P.
ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe
The purpose of this study was to determine perceptions of importance and the knowledge of skill levels required to develop and deliver distance learning successfully by the Louisiana Technical College (LTC) instructors as related to professional development needs. The study sample consisted of a group of approximately 200 instructors/teachers and eight e-learning coordinators across 38 regional campuses to be surveyed in the spring of 2010. Ratings of technology competencies from the instructor surveys' were collected along with instructor demographic variables-instructors' years of experience, degree earned, and teaching assignments. A Pearson r correlation was used to determine if there was any significant relationship between skill level importance of each activity factor and the instructor's self-assessment of these same competencies. An independent t-Test analysis was used to determine if the means for the importance factor and the self-assessed skill level was higher between the vocational instructors or the academic instructors. The t-Test results showed that a significant difference between the academic instructors and their self-assessment of technology skills means was found. The data analysis from the study indicated that six of the seven hypotheses could be rejected due to significant relationships found between the activity factors. Based on study results, it was determined that the level of self-assessed performance was related to the self-perceived level of importance for professional development activities by the instructors of the LTC system. For each of the activity factors, the LTC faculty members consistently rated their self-assessed performance skill levels higher for skills they feel are important. The strongest relationship between the levels of self-assessed performance and the self-perceived importance of these professional development activities occurred for the academic instructors. The academic instructors consistently rated higher than the vocational instructors in all of the activity factors. Results indicated that the teaching assignment area of vocational instructors as compared to academic instructors was also related to the level of importance and the level of the learned competencies. The vocational instructors consistently seem to have higher skill level ratings for only those competencies they feel are important. Louisiana Technical College instructors are confident in their content areas and believe they do a good job preparing instructional materials and teaching, particularly in the area of hands-on teaching. They are attuned to the student needs and to the importance of working with an advisory committee, business and industry, and developing and modifying curriculum. They are also aware of areas in which they do not feel as competent as they would like. They believe professional development is important to their ability to provide better instruction to their students. [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; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana