A Predicting Analysis of Academic Staff's Motivation to Teach Online in a Nigerian University

被引：0

作者：

Itasanmi, Sunday A. ^{[1
]}

Ekpenyong, Violet O. ^{[2
]}

Akintolu, Morakinyo ^{[3
]}

Ajani, Oluwatoyin A. ^{[4
]}

机构：

[1] Univ Ibadan, Dept Adult Educ, Ibadan, Nigeria

[2] Univ Calabar, Dept Continuing Educ & Dev Studies, Calabar, Nigeria

[3] Univ South Africa, Dept Educ Foundat, UNESCO Chair Open Distance Learning, Cape Town, South Africa

[4] North West Univ, Potchefstroom, South Africa

来源：

ELECTRONIC JOURNAL OF E-LEARNING | 2022年 / 20卷 / 03期

关键词：

Motivation; Online Teaching; Academic Staff; Nigerian Universities; Predicting Analysis; ADOPTION;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged 'Academic Staff's Motivation for Online Teaching Survey (SMOTS)' adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff's motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff's motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff's interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank.

引用

页码：284 / 295

页数：12

共 40 条

[1]

Afolabi I. T., 2014, INT J INNOVATION ED, V2, P40

[2]

Ajzen I., 2019, Theory of planned behavior diagram

[3]

Ajzen Icek., 1988, ATTITUDES PERSONALIT

[4]

Ali W, 2020, Higher Education Studies, V10, P16, DOI [10.5539/hes.v10n3p16, DOI 10.5539/HES.V10N3P16, 10.5539/hes.v10n3p16]

[5]

Alsuwailem R.I, 2018, FACTORS AFFECTING FA

[6]

[Anonymous], 2009, ONLINE J DISTANCE LE

[7]

Casdorph M., 2014, Faculty motivation and intent to teach online (Doctoral dissertation). Retrieved from Electronic Theses Dissertations. (Paper 1051)

[8]

Chi A., 2015, Master's Thesis

[9] With Good We Become Good: Understanding e-learning adoption by theory of planned behavior and group influences [J].

Chu, Tsai-Hsin ;

Chen, Yi-Ying .

COMPUTERS & EDUCATION, 2016, 92-93 :37-52

[10]

elearn.sitehost.iu.edu, ONL TEACH READ SURV

← 1 2 3 4 →