Exploring Online Teaching self-Efficacy for a University Faculty Members
A-Write 2 page literature review about {SELF-EFFICACY theory} and relate it to the topic, the research questions, hypotheses, purpose of my study that you will find at the end of this paper:
Please use the below link from Bandura, and also use others, I also will attach a doc named [self-efficacy pdf]
https://www.uky.edu/~eushe2/Pajares/effbook3.html
B-Write 1 page Lite review comparing, contrasting, and synthesizing the implications and finding of the these studies, please connect it to my topic.
- Horvitz et al. (2015) https://www.researchgate.net/publication/269468181_Examination_of_Faculty_Self-efficacy_Related_to_Online_Teaching
C-
Write 3 pages literature review about the [Faculty online teaching self-efficacy factors that may influence their teaching, which are; faculty member age, gender, years of online teaching experience, and participation in professional development experiences]. Write each factor in a separate section. So there will be 4 sections. Note:[ You could us the four variables from different research studies, and then organize the findings on those different areas to fill out each thematic section. Please relate it to the research topic and questions. Also, you want it to be a critical look at the existing research that is significant to the work that you are carrying out. Although you need to summarize relevant research, it is also vital that you evaluate this work, show the relationships between the work of different researchers, and show how it relates to your own proposed study.
Al-Senaidi, S., Lin, L. & Poirot, J. (2009). Barriers to Adopting Technology for Teaching and Learning in Oman. Computers & Education, 53(3), 575-590
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and
elusive construct. Teaching and Teacher Education,
Petit Dit Dariel, O., Wharrad, H., & Windle, R. (2013). Exploring the underlying factors
influencing e-learning adoption in nurse education. Journal of Advanced Nursing, 69(6),
1298-1300. doi:10.1111/j.1365-2648.2012.06120.x
Rhema, A. (2013). An Analysis of Experiences and Perceptions of Technology-based Learning in Higher Education Institutions in Libya: informing the advancement of e-learning.
Robertson, M., & Al-Zahrani, A. (2012). Self-efficacy and ICT Integration into Initial Teacher Education in Saudi Arabia: Matching Policy with Practice. Australasian Journal of Educational Technology, 28(7), 1136-1151.
Robinia, K. A. & Anderson, M. L (2010). Online teaching e昀ficacy of nurse faculty. Journal of Professional Nursing, 26. 168‒175. DOI: 10.1016/j.profnurs.2010.02.006.
Wang, L., Ertmer, P., & Newby, T. (2004). Increasing preservice teachers‘ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.
Wladis, C., Conway, K. M., & Hachey, A. C. (2016). Assessing Readiness for Online Education – Research Models for Identifying Students at Risk. Online Learning, 20(3), 97-109
Yang, Y., & Cornelious, L. F. (2006). Preparing instructors for quality online instruction.
Journal of Distance Learning Administration,
The below is the abstract, research Qs, and hypotheses For you [writer] to understand my proposal:
Exploring Online Teaching self-Efficacy for a Saudi University Faculty Members
Brief ABSTRACT
This study seeks to examine the perceptions of faculty self-efficacy in online teaching and the variables that may affect their online teaching. This study uses quantitative survey research to examine whether four faculty variables (age, gender, years of online teaching experience, and professional development experience) are predictive of a significant portion of the variance in online teaching efficacy on four indices (student engagement, instructional strategies, classroom management, and computer use). Faculty participants will be recruited from Kingdom of Saudi Arabia (KSA). The independent predictor variables are the four faculty variables of gender, age, years of online teaching experience, and professional development, while the dependent variable is self-efficacy in four measures of online teaching efficacy: student engagement, instructional strategies, classroom management, and use of computer. Recommendations for effective online teaching and directions for future research will be suggested in accordance with the results of the study.
Research Questions and Hypothesis
The following research questions will be used to guide this study:
- Do faculty member age, gender, years of online teaching experience, and participation in professional development experiences predict a significant proportion of the variance in self-perceived faculty efficacy in student engagement?
- Do the variables of participant age, gender, years of online teaching experience, and professional development predict a significant proportion of the variance in faculty efficacy in instructional strategies?
- Do the variables of participant age, gender, years of online teaching experience, and professional development predict a significant proportion of the variance in faculty efficacy in classroom management?
- Do the variables of participant age, gender, years of online teaching experience, and professional development predict a significant proportion of the variance in faculty efficacy in use of computer?
In response to the research questions outlined above, the following null hypotheses were also constructed:
H0 1. Variables of participant age, gender, years of online teaching experience, and professional development do not predict a significant proportion of the variance in efficacy in student engagement.
H1 1. Participant age, gender, years of online teaching experience and participation in professional development will predict a significant proportion of the variance in teachers’ self-perceptions of efficacy student engagement.
H0 2. Variables of participant age, gender, years of online teaching experience, and professional development do not predict a significant proportion of the variance in efficacy in instructional strategies.
H03. Variables of participant age, gender, years of online teaching experience, and professional development do not predict a significant proportion of the variance in efficacy in classroom management.
H04. Variables of participant age, gender, years of online teaching experience, and professional development do not predict a significant proportion of the variance in efficacy in use of computer.
