The Effect of an Online Professional Development Program on Computer Accessibility, Teaching Proficiency, and Motivation Among Educators in Higher Education in Pakistan
DOI:
https://doi.org/10.58444/jcte.v7i1.983Keywords:
Online professional development, computer access, motivationAbstract
The main purpose of conducting this study was to determine the effects of online professional development courses on teachers’ computer access, teaching skills, and motivation in higher education. This was a quantitative study based on a descriptive research design that collected data through a questionnaire. The population of this study was consisted of teachers of
public and private colleges of Narang Mandi city of Punjab, Pakistan. The sample of this study was obtained from four public and four private colleges of Narang Mandi. The sample size was 200 teachers. The researcher adopted the stratified sampling method to select a
representative sample. Independent sample t-test and one-way ANOVA were used to investigate the effects of an online professional development course on teachers’ computer access, teaching skills, and motivation in higher education. Findings underscore the substantial benefits of online professional development courses in equipping educators with the necessary tools and skills to thrive in the dynamic landscape of higher education, ultimately contributing to the enhancement of their teaching
effectiveness and motivation.
References
• Burns, T. (2005). E-learning: The future of quality training. Quality Progress, 38(2), 50.
• Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C. C. (2012). Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6).
• Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of teacher education, 60(1), 8-19.
• Dykman, C. A., & Davis, C. K. (2008). Online education forum-part three: A quality online educational experience. Journal of Information Systems Education, 19(3), 281.
• Jeffries, M. (2001). IPSE research in distance education. MA Distributed Learning. Retrieved from www.digitalschools.net
• Lee, Y. C. (2006). An empirical investigation into factors influencing the adoption of an e‐learning system. Online information review.
• Race, P. (2008). 500 tips for open and online learning. Routledge.
• Smith, S. M. (2001). An examination of the computer self-efficacy and computer-related task performance relationship (Unpublished doctoral dissertation). Ball State University, Muncie, IN.
• Sherman, W. H., Crum, K. S., Beaty, D. M., & Myran, S. (2010). Perspectives on distance technology in leadership education: Transfer, meaning, and change. Journal of Research on Leadership Education, 5(13), 589-610.
• Schulte, M. (2010). Faculty perceptions of technology distance education transactions: Qualitative outcomes to inform teaching practices. In TCC (pp. 77-101). TCCHawaii.
• Thomas, E. D. (2010). An analysis of barriers to online learning as perceived by registered nurses (pp. 1-148). Capella University.
• Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. International Review of Research in Open and Distributed Learning, 11(3), 57-77.
• Williams, P., Nicholas, D., & Gunter, B. (2005, April). E‐learning: what the literature tells us about distance education: An overview. In Aslib Proceedings. Emerald Group Publishing Limited.
