Perceptions of agricultural education teacher preparation programs toward distance education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/qr46r374p

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  • The purpose of this study was to identify if differences existed in perceived barrier factors and perceived attitude factors toward distance education between faculty and administrators in the decision stage and those in the implementation stage of distance education technology adoption. Information was gathered from teaching faculty and program leaders involved in agricultural education teacher preparation programs across the United States during the 1999-2000 academic year. The barrier statements were reduced to nine barrier factors and the attitude statements were reduced to five attitude factors through Principal Components Analysis. Respondents were grouped into the decision stage or the implementation stage of distance education technology adoption according to Rogers' (1995) innovation-decision process. Statistically significant differences existed for various technology types between the groups for both barrier factor scores and attitude factor scores. The following conclusions were formulated from this study: (a) a majority of the participants were in the decision stage of the innovation-decision process for distance education technology adoption; (b) on-line delivery of courses was the distance education technology most respondents were currently using or planning to use; (c) distance education was not a major factor helping to meet program level goals; (d) training opportunities were available for faculty who teach using distance education; (e) the majority of the population indicated they were not adequately supported by the department to teach using distance education technologies; (f) participants were planning to have resources available for students taking courses via distance education technologies, yet were noticeably indecisive for some resources; (g) cost barriers, course quality, student contact, and equipment concerns were considered barriers for a majority of the respondents; (h) each type of distance education technology had barrier factors that showed significant differences between participants in the decision stage and those in the implementation stage; (i) overall the respondents' attitudes were favorable to distance education, but significant differences in attitude factor scores were evident between deciders and implementers when viewed by type of distance education technology; (j) all but one of the barrier factor scores were considered reliable, and (k) all of the attitude factor scores were considered reliable.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-07-05T17:49:33Z (GMT) No. of bitstreams: 1 NelsonSusanneJ2003.pdf: 2194151 bytes, checksum: 0de8545d47145f0f9492b540dbd898f9 (MD5)
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-07-05T17:53:10Z (GMT) No. of bitstreams: 1 NelsonSusanneJ2003.pdf: 2194151 bytes, checksum: 0de8545d47145f0f9492b540dbd898f9 (MD5)

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