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ERIC Number: ED546321
Record Type: Non-Journal
Publication Date: 2012
Pages: 274
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-2700-1
Exploring Faculty Integration of Moodle Resources: Effects of Theory-Based Training on Performance Objectives, Moodle Resource Integration, and Their Alignment
Agamba, Joachim Jack
ProQuest LLC, Ph.D. Dissertation, Idaho State University
Higher education institutions have been noted to be lacking in increasing the utilization of technology for student achievement. The lack of motivation by individual faculty members to optimize their use of technology has been identified as one of the main problems affecting appropriate technology use. The purpose of this research was to determine whether theory-based training on performance objectives, Moodle resource integration, and their alignment, will affect the frequency and quality of integrating those resources. Faculty in a health professions department at a Carnegie-classified, doctoral research university-high in the intermountain west region were recruited to participate in this study. The study examined faculty Moodle course sites following training in developing performance objectives and aligning those objectives with specific Moodle resources, and obtained faculty interviews on barriers and concerns affecting optimal use of Moodle as well as the effects of a theory-based instructional workshop training. The study explored to what degree health professions faculty selected Moodle tools based on stated objectives and theoretical constructs as a learner-centered approach to instruction and their perceived alignment with such Moodle resources and determined their receptivity to a framework designed to guide such resource utility and integration. Results of the study indicated that among other factors, time constraints, passive resistance to change, and lack of awareness of theoretical and pedagogical rationales for Moodle tool selection accounted for a lack of faculty optimal Moodle tool variations selection and integration in their instructional practice. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A